COMPUTER SCIENCE Hexa
One Byte at a Time
Teacher Manual
COMPUTER SCIENCE Teacher Manual
Acknowledgements
Academic Authors: Jatinder Kaur, Ayushi Jain
Creative Directors: Bhavna Tripathi, Mangal Singh Rana, Satish
Book Production: Rakesh Kumar Singh
Project Lead: Jatinder Kaur
VP, Learning: Abhishek Bhatnagar
All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners.
© Uolo EdTech Private Limited
First published 2025
This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.
Book Title: Hexa Computer Science Teacher Manual 5
ISBN: 978-81-985754-7-0
Published by Uolo EdTech Private Limited
Corporate Office Address:
85, Sector 44, Gurugram, Haryana 122003
CIN: U74999DL2017PTC322986
Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com
All suggested use of the internet should be under adult supervision.
Foreword
In today’s rapidly evolving digital landscape, computer science has become an essential field of study, shaping the world around us in countless ways. From the smartphones in our pockets to the vast networks that connect people across the globe, computer science drives innovation and progress in nearly every aspect of modern life. In today’s fast-paced digital world, understanding the basics of computer science is as important as learning to read, write, or solve maths problems.
Recognising this imperative, the National Education Policy (NEP) 2020 has strongly recommended the integration of coding skills, computational thinking, critical analysis, and problem-solving abilities into the curriculum.
Inspired by these insights, Uolo has introduced a comprehensive program, Hexa, for grades 1 to 8, to empower young minds with the knowledge and skills they need to thrive in the digital age. From the basics of how computers function to the tools that shape our digital landscape, this series opens the door to a world of endless possibilities.
We believe that learning computer science should be an engaging and accessible experience for all children. This series takes a project-based approach, allowing students to learn by way of concurrently applying acquired knowledge and skills. As they progress through the course, they will build strong foundations in computational thinking, coding basics, and digital literacy. Our program focuses on three key areas:
1. Computer Science Fundamentals: Core concepts are introduced step by step, ensuring a solid grasp of how computers function, and how information is processed and stored.
2. Latest Computer Tools: Various computer tools relevant to today’s world are included, equipping students with the confidence to thrive in the digital age.
3. Introduction to Coding: The series offers an introductory look into coding, preparing students for more advanced learning in the future.
To support teachers in delivering effective and engaging lessons, we offer a thoughtfully designed Teacher Manual to enhance the teaching and learning experience. Rather than prescribing teaching methods, the manual provides examples and demonstrates how and why teachers can apply these examples in their classes.
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.
We hope this Teacher Manual empowers educators to implement the curriculum effectively, support diverse student learning, and create interactive, engaging environments tailored to their students’ needs and interests.
1 The Journey of Computers ��������������� 1
History of Computers
Generations of Computers
Characteristics and Limitations of Computers 2 Communicating Online �������������������� 9
Internet and Its Uses, Ways to connect to the Internet and Browsing the Internet
Communication over the Internet
Electronic Mail and Netiquette
3 Working with Tables in Word Processor
Creating a Table, Entering, and Editing Data
Formatting Tables in Google Docs 1
Formatting Tables in Google Docs 2 4 Themes and Layouts in Presentations
Basics of Google Slides, Themes and Layout
Tables and Charts in Google Slides
Diagrams and Master Slide 5 Animations and Transitions in Presentations
Applying Animation in Google Slides
Applying Transition in Google Slides
Adding Audio and Video to a Presentation
Basics of Google Sheets
Entering Data, Saving, Closing, and Opening a Sheet
Introduction to Scratch 3.0 and Its Components Sprites Backdrops
Using Operators, Sensing, and Control
Sensing and Operator Blocks
Control Blocks
Finalising the Project
The Journey of Computers
This chapter is divided into the following 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
● 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.
Explain the following concepts:
Learning Outcomes
Explain why computers are important.
Describe examples of some early computers.
17 mins
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 1.
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 1 to 3.
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: 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 3.
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 3 and 4.
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 4.
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 4 and 5.
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 5.
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 Questions: 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.
WEBS at a Glance
Warm Up Engage Build Sum Up
Ask the students about their characteristics. Discuss about different characteristics and limitations of computers.
● Multitasking: Working of a computer on various tasks at the same time is called multitasking. 5 mins
Warm Up
Group discussion Conclude the concepts Assign homework
Action Plan
● 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.
Engage
Explain the following concepts:
Learning Outcomes
Explain various characteristics of computers.
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 6. 15 mins
Explanation
Learning Outcomes Explanation
Discuss the limitations of computers. Explain about the different limitations of computers, like they cannot think like humans, need maintenance, and lack emotional intelligence, as given on pages 6 and 7.
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.
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: Questions 4 and 5
F. Apply Your Learning: Question 5
Communicating Online
This chapter is divided into the following sessions
1. Internet and Its Uses, Ways to Connect to the Internet, and Browsing the Internet
2. Communication over the Internet
3. Electronic Mail and Netiquette
1. Internet and Its Uses, Ways to connect to the Internet and Browsing the Internet
Learning Outcomes
At the end of the session, the students will be able to:
● explain what the internet is.
● describe the uses of the internet.
● describe ways to connect to the internet.
● browse the internet.
Keywords
● Internet: It is a huge network of millions of computers connected worldwide.
● Browsing the internet: Browsing the internet refers to using a web browser to search for and access information on the World Wide Web (WWW), which is a part of the internet.
WEBS at a Glance
Ask the students how people are socially connected with each other.
Explain to the students what the internet is. Also, explain its uses.
Describe them the ways to connect to the internet.
Also explain them how to browse the internet.
Think and Tell Conclude the concepts Assign homework
5 mins
● Ask the students how people are socially connected with each other.
● Now, develop the concept that, similar to people, computers are also connected with each other to form the internet.
15 mins
Engage
Explain the following concepts:
Learning Outcomes
Explanation
Explain what the internet is. Explain to the students that the internet is a huge network of millions of computers connected worldwide, as given on page 11.
Describe the uses of the internet.
Describe ways to connect to the internet.
Explain to the students the uses of the internet, such as online shopping, cashless payment, online learning, online communication, etc., as given on pages 11 and 12.
Describe to the students several ways to connect to the internet, such as wired connection, wireless connection, cellular connection, etc., as given on page 13.
Browse the internet. Tell students that browsing the internet refers to using a web browser to search for and access information on the WWW, as given on page 14.
Check for Understanding
● Read aloud the questions provided in the Do It Yourself 2A and Do It Yourself 2B sections and encourage the students to solve the questions. Instruct the students to write the answers in their book. Do It Yourself 2A
Correct Responses: 1.
2. a. Amazon
b. YouTube
c. Instagram Do It Yourself 2B
Correct Response:
1. Web browser
2. Wired connection
3. Cellular connection
Build
● Conduct a group discussion in the class among the students on the topic ‘Internet for Entertainment’.
Correct Response: The internet provides many ways to have fun and be entertained. You can watch videos, play games, and listen to your favourite songs online. There are apps, like Netflix, Hotstar, and YouTube, that let you stream various kinds of videos.
● Ask the students to answer the question “What are some other ways to connect to the internet?” asked in the Think and Tell section, as given on page 13.
Possible Responses: community networks, high-flying balloons or drones, etc.
Sum Up
3 mins
● Conclude the session by summarising that the internet is a huge network of millions of computers connected worldwide. There are various uses of the internet, such as online shopping, cashless payment, online learning, online communication, etc. Some of the ways to connect to the internet are wired connection, wireless connection, cellular connection, satellite, dial-up, etc. Browsing the internet refers to using a web browser to search for and access information on the WWW.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
A. Fill in the Blanks: Questions 1, 2, and 4
B. Select the Correct Option: Questions 1, 2, 4, and 5
C. Who Am I?: Questions 1 and 3
D. Write T for True and F for False: Question 1
E. Answer the Following Questions: Questions 1 and 2
2. Communication over the Internet
Learning Outcome
At the end of the session, the students will be able to:
● learn different ways to communicate online.
Keywords
● Web browser: Email: Email, short for electronic mail allows users to send text messages, attachments, and multimedia to one or more recipients over the internet.
● Video conferencing: Video conferencing allows multiple participants to engage in live video and audio communication.
● Social Media: Social media platforms are used for personal communication, networking, and content sharing.
WEBS at a Glance
Warm Up
Engage
Ask students how do they communicate online. Explain to the students about ways to communicate online such as Email, messaging apps, video conferencing, etc.
Build Sum Up
Group discussion
Conclude the concepts
Assign homework
Action Plan
● Forums: Forums are online discussion boards where users can post messages and engage in conversations on various topics. 5 mins
Warm Up
● Ask students how do they communicate online.
● Now, build the concept that they can communicate online using any of the methods such as Email, messaging apps, video conferencing, social media, etc.
Engage
Explain the following concepts:
Learning Outcome
Learn different ways to communicate online.
Explanation
Explain to the students about ways to communicate online such as Email, messaging apps, video conferencing, social media, blogging and microblogging, and online forums. Also tell features of each of these, as given on pages 14 to 17.
Check for Understanding
● Read aloud the questions provided in the Do It Yourself 2C section and encourage the students to solve the questions. Instruct the students to write the answers in their book.
● Conduct a group discussion in the class among the students on the topic, ‘Features of Video Conferencing’.
Correct Response: Video conferencing is used to conduct meetings with colleagues working from different locations. It facilitates online learning with live video interactions between teachers and students. Users can present their screen to other participants and record meetings as well. Sum Up
● Conclude the session by summarising that Email (electronic mail) allows users to send text messages, attachments, and multimedia to one or more recipients over the internet. Messaging apps offer real-time communication through text messages, voice calls, and even video conferencing. Video conferencing allows multiple participants to engage in live video and audio communication. Social media platforms are used for personal communication, networking, and content sharing. Blogging platforms allow users to create and maintain blogs, which are regularly updated with content such as articles, photos, and videos. Forums are online discussion boards where users can post messages and engage in conversations on various topics.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
A. Fill in the Blanks: Question 3
C. Who Am I?: Question 4
D. Write T for True and F for False: Question 3
E. Answer the Following Questions: Question 4
F. Apply Your Learning: Questions 2, 4, and 5
3. Electronic Mail and Netiquette
Learning Outcomes
At the end of the session, the students will be able to:
● create an email account using Gmail.
● send an email.
● practice good netiquette.
Keywords
● Gmail: Gmail is a free and popular email service offered by Google.
● Netiquette: Netiquette, shortform for Internet etiquette, refers to a set of guidelines and rules for polite and respectful behaviour when communicating online.
WEBS at a Glance
Warm Up Engage Build Sum Up
Ask the students if they have ever used Gmail to send mails.
Ask the students what they do when they see a pop-up on the computer screen regarding an advertisement while accessing the internet.
Explain to the students how to create an email account using Gmail and send an Email.
Also, tell them about the netiquettes they must follow.
Action Plan
Group discussion
Conclude the concepts
Assign homework
5 mins
Warm Up
● Ask the students if they have ever used Gmail to send mails. Tell them that Gmail is a free and popular email service offered by Google.
● Ask the students what they do when they see a pop-up on the computer screen regarding an advertisement while accessing the internet. Now, build the concept by explaining that the internet has brought so many benefits and opportunities, but it also comes with a range of threats and risks.
15 mins
Engage
Explain the following concepts:
Learning Outcomes
Create an email account using Gmail.
Explanation
Explain to the students the steps to create a Gmail account, as given on pages 17 to 20.
Learning Outcomes Explanation
Send an email. Explain to the students the steps to send an email. Also tell them the components of the New Message window, as given on pages 21 and 22.
Practice good netiquette. Explain to the students that netiquette refers to a set of guidelines and rules for polite and respectful behaviour when communicating online. Also tell them some important netiquette principles for the internet users, as given on page 22.
Check for Understanding
● Read aloud the questions provided in the Do It Yourself 2D section and encourage the students to solve the questions. Instruct the students to write the answers in their book.
Correct Response:
i. Receiver
ii. Cc (Carbon Copy)
iii. Netiquette
iv. Spamming
● Conduct a group discussion in the class among the students on the topic ‘Activities that invade the privacy of an online user’.
Possible Response: Entering someone’s private information, watching what they do online without their permission, sharing their personal data without asking, etc., are all activities that invade the privacy of an online user.
Sum Up
● Conclude the session by summarising that Gmail is a free and popular email service offered by Google. Then, revise the steps to create a Gmail account and send an email. Practising good netiquette is essential for a positive and productive online environment. One should be kind and respectful, use good language, not share personal information, be careful of what they post, respect other people’s privacy, not spam, etc., while using the internet.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
A. Fill in the Blanks: Question 5
B. Select the Correct Option: Question 3
C. Who Am I?: Questions 2 and 5
D. Write T for True and F for False: Questions 2, 4, and 5
E. Answer the Following Questions: Questions 3 and 5
F. Apply Your Learning: Questions 1 and 3
Working with Tables in Word Processor
This chapter is divided into the following sessions
1. Creating a Table, Entering, and Editing Data
2. Formatting Tables in Google Docs 1
3. Formatting Tables in Google Docs 2
1. Creating a Table, Entering, and Editing Data
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.
● Ask the students to observe the structure of the timetable of their class.
● Build the concept that a table is like a grid made up of rows and columns. 15 mins
Engage
Explain the following concepts:
Learning Outcomes
Explanation
Create a table in Google Docs. Tell the students that a table is like a grid made up of rows and columns, as given on page 26. Also, demonstrate the steps to create a table as given on pages 26 and 27.
Enter data into a table.
Demonstrate the steps to enter data into a table to the students, as given on pages 27 and 28. 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 28.
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
● 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.
● 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: Questions 1 and 2
F. Apply Your Learning: Questions 1, 2, 3, and 4
2. 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
Engage Build Sum 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. 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 29.
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 29 and 30. 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 31. 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 32.
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 33.
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 Questions: Question 3
3. Formatting Tables in Google Docs 2
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.
15 mins
Engage
Explain the following concepts:
Learning Outcomes
Adding rows and columns to a table.
Explanation
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 33 and 34.
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 34.
Learning Outcomes Explanation
Applying borders and shading.
Describe that applying borders and shading to a table in Google Docs can enhance its visual appeal and make it stand out, as given on pages 34 to 36.
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: Questions 3 and 4
F. Apply Your Learning: Question 5
Themes and Layouts in Presentations
This chapter is divided into the following sessions
1. Basics of Google Slides, Themes and Layout
2. Tables and Charts in Google Slides
3. Diagrams and Master Slide
1. Basics of Google Slides, Themes and Layout
Learning Outcomes
At the end of the session, the students will be able to:
● explain the purpose and impact of presentations.
● create a presentation using Google Slides and define its key components.
● apply and modify themes in their presentation.
● describe layouts and learn how to choose and apply them.
Keywords
● Presentation: Presentation is a way to share information, ideas, or stories using a combination of pictures, text, and sometimes even audio or video.
● Themes: Themes are like special designs for your slides. They make the presentation look colourful and interesting.
● Layouts: Layouts determine how your content, such as titles, text, and images, is organised on the slide.
WEBS at a Glance
Ask the students what comes to their minds when they hear the word ‘presentation’?
How do they think different colours and images can impact a presentation?
Explain about presentations and how to create them.
Describe the steps needed to apply themes and modify them. Elaborate the steps to apply layouts.
Group discussion
Conclude the concepts
Assign homework
● Ask the students what comes to their minds when they hear the word ‘presentation’?
● How do they think different colours and images can impact a presentation?
● Now build the concept that a well-designed presentation can make information easier to understand and more engaging for the audience.
Engage
Explain the following concepts:
Learning Outcomes
Explain the purpose and impact of presentations.
Create a presentation using Google Slides and define its key components.
Apply and modify themes in their presentation.
Describe layouts and learn how to choose and apply them.
Check for Understanding
Explanation
Describe that a presentation is a way to share information, ideas, or stories using a combination of pictures, text, and sometimes even audio or video to the students, as given on page 40.
Discuss how to create a presentation and the key components of a Google Slides window such as presentation title, menu bar, toolbar, etc, as given on pages 40 and 41.
Discuss with them that themes are like special designs for your slides. They make the presentation look colourful and interesting. Also demonstrate to them how we can apply and modify it in our presentation, as given on pages 42 and 43.
Explain to the students that layouts determine how your content, such as titles, text, and images, is organised on the slide and how we can choose and apply it in our presentation, as given on pages 44 and 45.
● Read aloud the questions provided in the Do It Yourself 4A section and encourage the students to solve the questions. Instruct the students to write the answers in the book.
Correct Responses:
1. Choose the correct answers.
a. i. Presentation title b. iv. Slide workspace c. ii. Toolbar
2. Match the following.
Theme
It is used to change the background of the slides.
Layout It is like a special design for your slide.
Slide → Change background It is an online presentation-making app.
Google Slides It determines how your content is organised on the slide.
● Conduct a group discussion in the class among students based on the topic, “How do you think presentations could help your teacher during a class?” provided in the Discuss section, as mentioned on page 40.
Possible Responses:
1. Presentations help the teacher show us pictures and videos to make learning more fun.
2. They can explain things better with slides and make it easier for us to understand.
3. Sometimes, presentations make the lesson more exciting and easier to remember.
Sum Up
3 mins
● Conclude the session by summarising that the presentation is a way to share information with your classmates or teacher using slides or visual aids. It has various components, which include the presentation title, menu bar, toolbar, slide workspace, slide navigation pane, speaker notes and slideshow button. Themes help in making presentation look more attractive, interesting and appealing. The layout helps to organise data in your presentation.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
A. Fill in the Blanks: Questions 1, 2, and 3
B. Tick the Correct Option: Questions 1, 2, and 3
C. Who Am I?: Questions 1 and 2
D. Write T for True and F for False: Questions 1 and 2
E. Answer the Following Questions: Questions 1, 2, 3, and 4
F. Apply Your Learning: Questions 1 and 3
2. Tables and Charts in Google Slides
Learning Outcomes
At the end of the session, the students will be able to:
● use tables for organising information.
● use charts for presenting data visually.
Keywords
● Tables: Tables are used to organise information neatly and in an easy-to-understand manner. Tables helps to put information in rows and columns.
● Charts: Charts are graphics or visual representations that are used to display and compare data easily.
WEBS at a Glance
Ask students to think of a time when they used a table to organise their homework or chores. How did it help them?
Imagine you are making a presentation about a fun trip you took. How could you use the charts to show the exciting parts of your adventure to your classmates?
Explain about tables, charts and discuss how to insert them into the presentation.
Action Plan
Warm Up
● Ask students to think of a time when they used a table to organise their homework or chores. How did it help them?
● Imagine you are making a presentation about a fun trip you took. How could you use the charts to show the exciting parts of your adventure to your classmates?
● Now, build the concept that tables and charts play an important role in sharing information in a presentation.
Explain the following concepts:
Learning Outcomes
Use tables for organising information.
Use charts for presenting data visually.
15 mins
Explanation
Describe to the students that tables are used to organise information neatly and in an easy-to-understand manner. Tables help to put information in rows and columns. Demonstrate to them how to create a table, as given on pages 46 and 47.
Describe to the students that charts are graphics or visual representations that are used to display and compare data easily Demonstrate to them how to create a chart, as given on pages 47 to 50.
Check for Understanding
● Read aloud the questions provided in the Do It Yourself 4B section, Question 1 parts a, b, and c and encourage the students to solve the questions. Instruct the students to write the answers in the book.
Correct Responses:
a. Table
b. Charts
c. Vertical
Build
7 mins
● Conduct a group discussion in the class among students on the topic ‘How can tables be utilised to organise information?’
Possible Response: Tables can be used to organise information clearly by arranging it into rows and columns, making it easy to read and compare. This helps in presenting facts, numbers, or categories neatly and quickly during a presentation.
3 mins
Sum Up
● Conclude the session by summarising tables, used to arrange the data in rows and columns which makes it easy to understand. Charts are graphics or visual representations that are used to display and compare data easily.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
A. Fill in the Blanks: Question 4
B. Tick the Correct Option: Questions 4 and 5
C. Who Am I?: Questions 3 and 5
D. Write T for True and F for False: Question 3
E. Answer the Following Questions: Question 5
F. Apply Your Learning: Question 2
3. Diagrams and Master Slide
Learning Outcomes
At the end of the session, the students will be able to:
● use diagrams in a presentation.
● incorporate Slide Master in a presentation.
● change the order of slides.
Keywords
● Diagram: Diagrams are colourful pictures that help you show how things are connected, explain processes, or display information in a clear and organised way.
● Master Slide: The Master Slide is like a main slide, which allows you to change the appearance of your entire presentation all at once.
WEBS at a Glance
Have you ever seen a colourful picture that helped you understand a game’s rules or how something works?
Explain about diagrams and how to insert them into the presentation. Elaborate about the Master Slide and how to use the Master Slide.
Also explain how to change the order of slides.
● Have you ever seen a colourful picture that helped you understand a game’s rules or how something works? Share that picture among your classmates or describe it.
● Now build the concept that diagrams are colourful pictures that help you show how things are connected, explain processes, or display information in a clear and organised way.
Engage
Explain the following concepts:
Learning Outcomes
Use diagrams in a presentation.
Explanation
Describe diagrams are colourful pictures that help you show how things are connected, explain processes, or display information in a clear and organised way to the students, as given on pages 50 and 51.
Learning Outcomes Explanation
Incorporate Slide Master in a presentation.
Discuss master slide is like a main slide, which allows you to change the appearance of your entire presentation all at once and how to use it, as given on pages 52 and 53.
Change the order of slides. Explain to the students changing the order of the slides means to rearrange the slides in a desired order, as given on page 54.
Check for Understanding
● Read aloud the question provided in the Do It Yourself 4B section, Question 1 part d and Question 2 and encourage the students to solve the questions. Instruct the students to write the answers in the book.
Correct Responses:
1. d. Master Slide
7 mins
● Conduct a group discussion in the class among students on the topic ‘How diagrams and symbols help in learning?’.
Possible Response: Diagrams and symbols make learning easier by providing visual representations and simplifying information. Symbols act like a secret code, aiding memory in subjects like math. Additionally, these visual elements make learning more engaging and enjoyable, turning it into a fun puzzle or game.
3 mins
Sum Up
● Conclude the session by summarising that diagrams are colourful pictures that help you show how things are connected, explain processes, or display information in a clear and organised way. Slide Master allows you to control the appearance and layout of multiple slides consistently. Changing the order of the slides means rearranging the slides in a desired order.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
A. Fill in the Blanks: Question 5
C. Who Am I?: Question 4
D. Write T for True and F for False: Questions 4 and 5
F. Apply Your Learning: Questions 4 and 5
Animations and Transitions in Presentations
This chapter is divided into the following sessions
1. Applying Animation in Google Slides
2. Applying Transition in Google Slides
3. Adding Audio and Video to a Presentation
1. Applying Animation in Google Slides
Learning Outcomes
At the end of the session, the students will be able to:
● define animation.
● apply animation.
Keyword
● Animation: Animation is a process through which you can bring still objects such as text, shapes, images, charts, logos, etc, ‘to life’ by making them move.
WEBS at a Glance
Ask students if they remember those cool cartoons with moving characters.
Explain the concept of animation. Brief about the steps to add animation to the presentation.
Group discussion
Conclude the concepts Assign homework
Action Plan
5 mins
Warm Up
● Ask them if they remember those cool cartoons with moving characters.
● Tell them that animation can bring still objects ‘to life’ by making them move.
● Tell the benefits of using animation in presentations, like highlighting key points, engaging the audience, and making information more memorable.
Engage
Explain the following concepts:
Learning Outcomes
15 mins
Explanation
Define animation. Describe animation as a process through which you can bring still objects such as text, shapes, images, charts, logos, etc, ‘to life’ by making them move to the students, as given on page 58.
Apply animation. Demonstrate the steps to apply animation in slides to the students, as given on pages 58 and 59.
Check for Understanding
● Read aloud the question provided in the Do It Yourself 5A section, Question 1 parts a, b, and c and encourage the students to solve the questions. Instruct the students to write the answers in the book.
Correct Responses:
Build
7 mins
● Conduct a group discussion in the class among students on the topic ‘How animation brings slides to life!’
Possible Responses: Animation makes slides exciting by adding movement, like bringing characters or objects to life. It grabs attention and helps explain ideas in a fun way, making presentations more interesting for everyone. With animation, our slides become like a mini-movie, making learning or sharing information super cool.
3 mins
Sum Up
● Conclude the session by summarising an animation is a process through which you can bring still objects such as text, shapes, images, charts, logos, etc, ‘to life’ by making them move.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
A. Fill in the Blanks: Questions 1, 2, and 4
B. Tick the Correct Option: Question 3
C. Who Am I?: Question 1
D. Write T for True and F for False: Question 1
E. Answer the Following Questions: Questions 1 and 2
F. Apply Your Learning: Question 1
2. Applying Transition in Google Slides
Learning Outcomes
At the end of the session, the students will be able to:
● describe transition.
● add transition effect into the presentation.
Keyword
WEBS at a Glance
Warm Up Engage Build Sum Up
Ask students if they ever played a video game where scenes change quickly or slowly depending on the action. Why do you think they do that?
● Transition: Transition is a way to move smoothly from one slide to next. 5 mins
Warm Up
Explain the concept of transition. Brief about the steps to add transitions to the presentation.
Think and Tell Group discussion Conclude the concepts Assign homework
Action Plan
● Ask students if they ever played a video game where scenes change quickly or slowly depending on the action. Why do you think they do that?
● Now, build the concept that a slide transition provides a visual effect that takes place when one slide changes to another during a presentation.
15 mins
Engage
Explain the following concepts:
Learning Outcomes
Explanation
Describe transition. Describe transition as a way to move smoothly from one slide to the next to the students, as given on page 60.
Learning Outcomes
Explanation
Add the transition effect into the presentation. Demonstrate the steps to apply transition in slides to the students, as given on page 60.
Check for Understanding
a Animation can be added to every object on the slide.
● Read aloud the question provided in the Do It Yourself 5A section Question 1 parts c and d and Question 2 and encourage the students to solve the questions. Instruct the students to write the answers in the book.
b When we select the starting condition as “After previous”, the animation starts once the previous animation ends.
Correct Responses:
1.
c Applying too many animations distracts the audience from the actual content.
d The speed of a transition can be controlled.
e A Cube is a type of transition.
2. Select the Transition option from the drop-down list.
b
Click the Slide menu from the menu bar.
Set the transition’s Duration.
Click the Play button.
Select the Transition type from the Motion pane.
7 mins
Build
● Ask the students to answer the question “Why are transitions important? ” asked in the Think and Tell section, as given on page 61.
Correct Response: A slide transition provides a visual effect that takes place when one slide changes to another during a presentation. You can control its speed, add sound, and personalise the appearance of these transition effects.
● Conduct a group discussion in the class among students on the topic “Difference between animation and transition”.
Possible Responses: In Google Slides, animation is when things move on a slide, like characters or objects. Transition, on the other hand, is how one slide changes to the next, like a fade or slide effect.
3 mins
Sum Up
● Conclude the session by summarising that transition is a way to move smoothly from one slide to next.
● 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: Question 1
C. Who Am I?: Questions 2, 4, and 5
D. Write T for True and F for False: Question 5
E. Answer the Following Questions: Question 3
F. Apply Your Learning: Questions 2, 3, and 5
3. Adding Audio and Video to a Presentation
Learning Outcomes
At the end of the session, the students will be able to:
● add audio to a presentation.
● add video to a presentation.
Warm Up
Ask the students whether they find audio and visual content more interesting than the text.
WEBS at a Glance
Engage Build Sum Up
Explain the importance of adding audio and video in a presentation. Also, discuss the steps to add audio and video in a presentation.
Action Plan
Warm Up
Group discussion
Think and Tell Conclude the concepts Assign homework
● Ask the students whether they find audio and visual content more interesting than the text.
● Then, explain the importance of adding audio and video in a presentation.
Engage
Explain the following concepts:
Learning Outcomes
5 mins
15 mins
Explanation
Add audio to a presentation. Explain to the students that adding audio and video elements to your presentation can add a new dimension to it. Then, explain the steps to add an audio file from Google Drive, as given on pages 61 to 63.
Add video to a presentation. Discuss with the students that using videos, you can showcase the video content in your presentation. Also, demonstrate the two different ways of adding video that is from YouTube and from Google Drive, as given on pages 63 to 65.
Check for Understanding
● Read aloud the question provided in the Do It Yourself 5B section and encourage the students to solve the questions. Instruct the students to write the answers in the book.
Correct Responses:
Terms Meaning
YouTube tab
1. Match the following:
Allows to play audio/video on the slide
Audio format
YouTube tab-Used to add videos from YouTube
.mp4
.mp4-Video format
Play button
Video format
Play button-Allows to play audio/video on the slide
.mp3
.mp3-Audio format
Used to add videos from YouTube
2 Rearrange the steps of adding a YouTube video to a slide.
2.
Select the Video option from the drop-down list.
Search for the video you want to add.
Select a video and click on the Insert button.
Click on the Insert menu.
In the Insert video window, select the YouTube tab.
Points to Remember
Build
7 mins
1 With the animations, you can make objects like text, images, and shapes move on your slides.
2 A single object can have multiple animation effects applied to it. But too many animations can cause distraction.
● Conduct a group discussion in the class among students based on the topic, “Are different types of background sounds important in presentations?” provided in the Discuss section as mentioned on page 63.
3 Transitions are visual effects that can be applied to slides when one slide changes to another.
Correct Response: Yes, adding different types of background sounds in presentations makes them more engaging and informative.
4 The speed of transitions can be changed, and the same transition effect can be applied to all the slides or any individual slide.
● Ask the students to give the answer of the question, “How do you think inserting a video in your presentation can give the audience a better understanding of the topic?” asked in the Think and Tell section, as given on page 65.
5 The most commonly used audio format is .mp3, while the most popular video format is .mp4.
6 Audios can be added as background music, voice narration, or sound effects in your presentation.
7 Any video from Google Drive or YouTube can be inserted into the presentation.
Possible Response: Videos in presentations help people understand better by showing things, keeping them interested, making them feel connected, showing real examples, and demonstrating steps clearly.
Chapter Checkup
A. Fill in the Blanks.
● Conclude the session by summarising that adding audio and video elements to your presentation can add a new dimension to it. Also, make the students revise the steps to add audio and video files from various sources to the presentations.
Hints on click animation audios slide transition videos objects
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
1 In a presentation, animations can be applied on .
A. Fill in the Blanks: Question 5
2 To add an animation effect to a presentation, go to the Insert menu and choose option.
B. Tick the Correct Option: Questions 2, 4, and 5
C. Who Am I?: Question 3
3 A provides a visual effect that takes place when one slide changes to another during a presentation.
D. Write T for True and F for False: Questions 2, 3, and 4
Chapter 6 • Animations and Transitions on Google Slides 113
E. Answer the Following Questions: Questions 4 and 5
F. Apply Your Learning: Question 4
Starting with Spreadsheets
This chapter is divided into the following sessions
1. Basics of Google Sheets
2. Entering Data, Saving, Closing, and Opening a Sheet
1. Basics of Google Sheets
Learning Outcomes
At the end of the session, the students will be able to:
● describe Google Sheets.
● discuss the uses of Spreadsheets.
● explain the advantages of using Google Sheets.
● create a Google Sheet.
● explain components of Google Sheets window.
● move around in a spreadsheet.
Keywords
● Spreadsheet: A spreadsheet is a digital table that helps you organise and work with numbers, data, and information in a neat and structured way.
● Cell Pointer: A cell pointer is an active cell in a spreadsheet.
WEBS at a Glance
Imagine you are planning a class pizza party! How would you organise all the orders and toppings?
Have you ever used a calendar or schedule? How do you use it to remember important dates and activities? What if you had a lot of events all at once?
Elaborate about Google Sheets and how to create it.
Also, define the components of Google Sheets window and explain how to move around in a spreadsheet.
Group discussion
Think and Tell Conclude the concepts
Assign homework
● Imagine you are planning a class pizza party! How would you organise all the orders and toppings?
● Have you ever used a calendar or schedule? How do you use it to remember important dates and activities? What if you had many events all at once?
● Tell students that spreadsheet helps us in arranging information in rows and columns which makes it easier to see patterns and keep track of details.
Engage
Explain the following concepts:
Learning Outcomes
Explanation
Describe Google Sheets. Tell the students that a spreadsheet is a digital table that helps you organise and work with numbers, data, and information in a neat and structured way. Google Sheets is a free, online spreadsheet tool, as given on page 69.
Discuss the uses of Spreadsheets.
Explain the advantages of using Google Sheets.
Explain spreadsheets serve as versatile tools for organising and analysing data, enabling tasks such as data organisation, mathematical calculations, and visualisation through tables and charts, as given on page 69.
Describe Google Sheets facilitates real-time collaboration, coupled with features like Smart Fill and Autocomplete, etc., as given on pages 69 and 70.
Create a Google Sheet. Demonstrate to them the steps to create a Google Sheet, as given on page 70.
Explain components of Google Sheets window.
Move around in a spreadsheet.
Explain to the students about different components of Google Sheets such as spreadsheet title, row, column, cell, Name box, etc., as given on pages 71 and 72.
Describe that you can move from one cell to another by using the mouse or various key combinations such as arrow keys, Tab, Ctrl + End, as given on pages 73 and 74.
Check for Understanding
● Read aloud the questions provided in the Do It Yourself 6A and 6B sections and encourage the students to solve the questions. Instruct the students to write the answers in the book.
Correct Responses:
Do It Yourself 6A
1. (b) Managing Attendance.
2. (b) To organise data in tables.
3. (b) Google Sheets.
Do It Yourself 6B
1. Spreadsheet Title
Name box 2. Menu Bar
3. Toolbar
● Conduct a group discussion in the class among students based on the topic, ‘What are some other things you can do with Google Sheets?’ provided in the Discuss section, as mentioned on page 70. Possible Responses:
i. Organise and track information. iv. Collaborate and share.
ii. Create visual representations. v. Generate reports and documents.
iii. Perform calculations. vi. Manage tasks and workflows.
● Ask the students to answer the question “Observe the following text: ‘ZZ10’. Can this be a cell address on Google Sheets?” asked in the Think and Tell section, as given on page 72.
Possible Response: No, it is not a standard cell address in Google Sheets.
● Conclude the session by summarising that Google Sheets is a free, online spreadsheet tool. It has various components, some of which are spreadsheet titles, rows, columns, active cells and Name box. A cell pointer is an active cell in a spreadsheet and you can move a cell pointer from one cell to another using a mouse or various key combinations.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
A. Fill in the Blanks: Questions 1, 2, 3, and 5
B. Tick the Correct Option: Questions 1, 2, and 3
C. Who Am I?: Questions 1, 2, 3, 4, and 5
D. Write T for True and F for False: Questions 1, 2, 3, 4, and 5
E. Answer the Following Questions: Questions 1, 2, 3, 4, and 5
F. Apply Your Learning: Questions 1, 2, 4, and 5
2. Entering Data, Saving, Closing, and Opening a Sheet
Learning Outcomes
At the end of the session, the students will be able to:
● enter data in Google Sheets.
● save and close the sheet.
● open the existing sheet.
Keyword
● Auto save: It means that you do not need to save the sheet repeatedly. It will be saved automatically.
WEBS at a Glance
Ask students the question: What is the significance of automatic saving in Google Sheets, and how does it differ from manual saving?
Tell students how to enter data in Google Sheets. Tell students how to save and close the sheet.
Also, discuss with students how to open the existing sheets.
Group discussion Conclude the concepts
Assign homework
Action Plan
Warm Up
● Ask students the question: What is the significance of automatic saving in Google Sheets, and how does it differ from manual saving?
● Now, build the concept that Google Sheets automatically saves the data you entered.
Explain the following concepts: Learning
Enter data in Google Sheets.
Demonstrate to the students how to enter data in Google Sheets, as given on page 74.
Learning Outcomes Explanation
Save and close the sheet. Demonstrate to the students how to save and close a spreadsheet, as given on page 75.
Open an existing sheet. Demonstrate to them the steps to open the existing sheet, as given on pages 75 and 76.
Check for Understanding
Do It Yourself 7C
● Read aloud the question provided in the Do It Yourself 6C section and encourage the students to solve the questions. Instruct the students to write the answers in the book.
Correct Responses:
1 Match the Following.
1.
Component
Key ↓
Saving a Sheet
Entering Data
Description
Start typing in the active cell.
Moves the active cell down.
Google Sheets has an auto save feature.
2 What key combination do you use to go to the next row when entering data?
2. Down arrow key Build
Points to Remember
7 mins
● Conduct a group discussion in the class among students based on the topic “What can happen if you close the sheet without saving it?”, provided in the Discuss section, as mentioned on page 75.
1 A spreadsheet is a digital table that helps you organise and work with numbers, data, and information in a neat and structured way.
2 Google Sheets is a popular web-based spreadsheet application.
Possible Response: Google Sheets will automatically save your work continuously as you edit.
3 Google Sheets auto-saves your work and it also allows you to work offline.
4 The horizontal group of cells in the spreadsheet is called rows. Rows are numbered 1, 2, 3, and so on.
3 mins
Sum Up
5 A column is a vertical group of cells denoted by letters. These letters range from A to Z, followed by AA, AB, through to AZ, and so on.
● Conclude the session by summarising that:
6 Cells are at the intersections of rows and columns.
7 The cell address format is the column letter followed by the row number, such as A1, B2, or C3.
Google Sheets automatically saves your data, removing the need for manual saving. The “Saving...” icon in the top right corner indicates ongoing saving, followed by a cloud icon with a checkmark () upon completion. To close the spreadsheet, click the X button on the browser tab. Access or add more data by launching Google Chrome, visiting Google Sheets, finding the desired sheet at the bottom or using the Search bar, and clicking on the sheet to open it—changes are automatically saved and marked by the cloud icon with a checkmark.
8 The currently selected cell in a spreadsheet where you can enter or edit data is called an active cell.
9 The formula bar is where you can enter and edit formulae or cell contents in an active cell.
10 The menu bar provides a range of tools to create, edit, format, and manage the spreadsheet.
11 The toolbar is a set of tools or options in Google Sheets that allows users to perform various actions or tasks such as editing text, zooming, and printing.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
A. Fill in the Blanks: Question 4
12 The Share button helps you to share your spreadsheet with your friends and work together with them.
B. Tick the Correct Option: Questions 4 and 5
F. Apply Your Learning: Question 3
Introduction to Scratch 3.0
This chapter is divided into the following 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
Ask the students if they have ever played a Lego game.
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. Group Discussion Conclude the concepts
Assign homework
Action Plan
● Ask the students if they have ever played a Lego game.
● Now, build the concept by explaining them what coding is.
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 81.
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 82.
Explain about Scratch 3.0.
Introduce the students to Scratch 3.0. Tell them it is an application program that lets you create your games, stories, and animations, as given on page 82.
Start Scratch 3.0. Demonstrate the steps to start Scratch 3.0 to the students, as given on page 83.
Identify the components of the Scratch window.
Introduce students to the various components of the Scratch window such as block panel, blocks palette, coding area, stage, etc., as given on pages 84 and 85.
Check for Understanding
● Read aloud the questions provided in the Do It Yourself 7A and 7B sections and encourage the students to solve the questions. Instruct the students to write the answers in their books.
Correct Responses: Do It Yourself 7A
1. coding
2. blocks
3. block-based
● Conduct a group discussion in the class among students based on the topic “Do you and your friends have a secret language that you people talk in? or Codes? Why do you make it and how do you use it? “
Possible response: Yes, friends create secret languages or codes for fun, privacy, or bonding. They use made-up words, symbols, or letter swaps to communicate secretly.
3 mins
Sum Up
● 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 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: 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
Ask the students to define the term sprite that they have learned in the previous session.
Demonstrate how can a new sprite be added, animated and duplicated. Demonstrate how can the costume of the sprite be changed and duplicated.
Think and Tell Conclude the concepts Assign homework
Action Plan
Warm Up
Ask the students to define the term sprite that they have learned in the previous session. Now, build the concept by telling them how to add a sprite.
Engage
Explain the following concepts:
Learning Outcomes
Add a sprite and change its costume.
5 mins
15 mins
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 86 and 87.
Learning Outcomes Explanation
Animate a sprite. Demonstrate to them the steps to animate a sprite, as given on pages 87 and 88.
Duplicate a costume and a sprite. Demonstrate to the students the steps to duplicate a costume and a sprite, as given on pages 89 and 90.
Check for Understanding
● Read aloud the questions provided in the Do It Yourself 7C and 7D 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
● Ask the students to give the answer to the question, “While you design the costume for your sprite, in your opinion, what colours look the best on your sprite?” asked in the Think and Tell section on page 88.
Possible Responses: Red, Green, blue.
Sum Up
3 mins
● Conclude the session by summarising how to add a sprite, change a costume, animate a sprite, duplicate a costume, and duplicate a sprite.
● Assign the 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: 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
Ask the students if they know another name for a backdrop.
Demonstrate how can a backdrop be added and changed. Attempt the given activity
Action Plan
Conclude the concepts
Assign homework
5 mins
Warm Up
● Ask the students if they know another name for a backdrop.
● Now, build the concept by demonstrating them how to add and change a backdrop.
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 91 and 92.
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 92. 15 mins
Check for Understanding
● Ask the additional question from the students to check for understanding.
● Name the options used to add a backdrop to a project.
Possible response: Choose a backdrop, paint, surprise, and upload backdrop.
● Choose a Forest backdrop from Scratch’s library.
Correct Response:
● Click on the Choose a Backdrop button in the bottom right corner of the interface.
● Select Choose a Backdrop option.
● The Scratch library of backdrops opens.
● Select the Forest backdrop.
● The backdrop appears on the stage.
● 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 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
Using Operators, Sensing, and Control Blocks
This chapter is divided into the following sessions
1. Sensing and Operator Blocks
2. Control Blocks
1. Sensing and Operator Blocks
Learning Outcomes
At the end of the session, the students will be able to:
● describe the Sensing blocks and their usage.
● describe Operators blocks and its types.
Keywords
● Sensing Blocks: These blocks are used to sense conditions in the environment, such as the background colour or the sprite touching status.
● Operators Blocks: The Operators blocks are used to compare variables and values, perform calculations with numbers, and work with strings (text).
WEBS at a Glance
Ask the students how can they check if a sprite is touching a specific colour or a sprite on the stage.
Explain Sensing blocks and their usage to the students. Also, tell them about various Operators blocks.
activity
Action Plan
the concepts Assign
Warm Up
● Ask the students how can they check if a sprite is touching a specific colour or a sprite on the stage.
● Build the concept by telling them that they can use the ‘touching color’ block to check the same. It is a block in the Sensing category.
Explain the following concept:
Learning Outcomes
Describe the sensing blocks and their usage.
Describe Operators blocks and its types.
Explanation
Tell students that the Sensing blocks are used to sense conditions in the environment, such as the background colour or the sprite touching status. Also tell the usage of some Sensing blocks like touching colour, answer, key pressed, etc. Also demonstrate to them about ask and answer blocks, as given on pages 96 and 97.
Tell students that the Operators blocks are used to compare variables and values, perform calculations with numbers, and work with strings (text). Also explain them various types of Operators blocks such as Mathematical, Comparison, etc., as given on pages 98 and 99.
Check for Understanding
Ask the following questions to the students to check their understanding:
● Which block is used to retrieve the response given by the user to a previous ‘ask and wait’ block?
Correct response: answer block
● Which block is used to combine two string values?
Correct response: join block
Build
● Create a Scratch project to ask mathematical questions.
7 mins
Possible Response: A code snippet to calculate the difference between two numbers is given. You can add more operations as you want.
● Conclude the session by summarising that the Sensing blocks are used to sense conditions in the environment, such as the background colour or the sprite touching status. Discuss the various sensing blocks. Explain them about Operators blocks and its types. Also tell them the use of these blocks.
● Assign the following questions from the Chapter Checkup given at the end of the chapter as homework.
A. Fill in the Blanks: Questions 2, 3, and 4
B. Tick the Correct Option: Questions 1, 2 and 4
C. Who Am I? : Question 1
D. Write T for True and F for False: Questions 2, 3, and 4
E. Answer the Following Questions: Questions 3 and 4
F. Apply Your Learning: Question 1
2. Control Blocks
Learning Outcomes
At the end of the session, the students will be able to:
● describe Control blocks and their various categories.
Keyword
● Control blocks: These blocks allow a program to perform a test based on a given condition and then take actions based on the result of that test.
WEBS at a Glance
Warm Up Engage Build Sum Up
Ask the students if they know the colour by which control blocks are identified.
Explain to them what Control blocks are. Discuss various Control blocks.
Attempt the given activity
Conclude the concepts Assign homework
Action Plan
Warm Up
● Ask the students if they know the colour by which control blocks are identified.
● Now, build the concept by telling them about control blocks.
Engage
Explain the following concept:
Learning Outcomes
Describe Control blocks and their various categories.
Explanation
Tell the students that the blocks from the Control category allow a program to perform a test based on a given condition and then take actions based on the result of that test. Discuss their various categories, such as if-then, if-thenelse, repeat, forever, repeat until, wait seconds, wait until, and stop all with the students. Also, demonstrate to them the usage of the various Control blocks in a project, as given on pages 99 to 102.
Coding Challenge. Ask the students to attempt the Coding Challenge, as given on page 102.
Check for Understanding
● Read aloud the questions provided in the Do It Yourself 8A section and encourage students to solve them. Instruct them to write the answers in the book.
Correct Responses:
1. Control, wait for 0.5 seconds
2. Looks, Hello, 1
Build
● Create a project in Scratch to make a butterfly fly forever.
Correct Response:
Sum Up
7 mins
3 mins
● Conclude the session by summarising that the Control blocks allow a program to perform a test based on a given condition and then take actions based on the result of that test. Also revise them the various categories of the Control block, such as if-then, if-then-else, repeat, forever, etc.
● 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. Tick the Correct Answer: Question 3
C. Who Am I?: Questions 2, 3, and 4
D. Write T for True and F for False: Question 1
E. Answer the Following Questions: Questions 1 and 2
Variable and Looks Blocks 9
This chapter is divided into the following sessions
1. Variables Blocks
2. Looks Blocks
1. Variables Blocks
Learning Outcomes
At the end of the session, the students will be able to:
● describe Variable blocks
● add a variable
● set value of the variable
Keyword
● Variable blocks: These are the blocks that help a computer store a value that can be changed throughout a project.
WEBS at a Glance
Ask the students what a variable is.
Explain to the students what Variable blocks are. Describe how to add, set, and change variable values.
Action Plan
Warm Up
● Ask the students what a variable is and what two types of values a variable can contain.
● Tell students that a variable is a named storage location in a computer’s memory that holds a value, such as a number or a word.
Explain the following concepts:
Learning Outcomes
Explanation
Describe Variable blocks. Define Variable blocks to the students and tell them that in Scratch, a variable can contain two types of values: numeric and textual or string, as given on page 107.
Add variables.
Demonstrate to the students the steps to add a variable ‘Score’ to the project, as given on pages 107 and 108.
Set value of the variable. Demonstrate to them the steps to set a variable value. Tell them that they can just add the ‘set variable’ to block to set the variable value, as given on pages 108 and 109.
Check for Understanding
Ask the following questions to the students to check their understanding:
1. Name the two types of values that a variable can contain.
Correct Response: Numeric variable and string variable
2. Name the block that can be edited to change the variable value.
Correct response: Set the variable to
Build
● Create a Scratch project to multiply two numbers.
Correct Response:
7 mins
● Conclude the session by summarising that Variable blocks are the blocks that help a computer store a value that can be changed throughout a project. In Scratch, a variable can contain two types of values: numeric and textual or string. We can add, set, and change the value of a variable.
● 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: Questions 1 and 2
C. Who am I?: Question 2
D. Write T for True and F for False: Questions 3 and 4
E. Answer the Following Questions: Questions 1, 2, and 4
F. Apply your Learning: Question 1
2. Looks Blocks
Learning Outcomes
At the end of the session, the students will be able to:
● Describe Looks blocks
● Use the different Looks blocks
Keyword
● Looks block: The Looks block category contains various blocks that are used to change the looks of the sprite and to make the sprite say something.
WEBS at a Glance
Warm Up
Ask the students, do you like to wear the same clothes daily?
Engage Build Sum Up
Explain to students what Looks blocks can do. Also, tell them how to make a sprite say something.
Attempt the given activity
Conclude the concepts
Assign homework
Action Plan
5 mins
Warm Up
Ask the students, do you like to wear the same clothes daily? Now, build the concept by telling them that Looks blocks are used to change the looks of a sprite.
Engage
Explain the following concept:
Learning Outcomes
Describe Looks blocks.
Use looks blocks.
15 mins
Explanation
Explain to the students what Looks blocks are. Also tell them about the various blocks in the category like the say() for () seconds block, next costume, show block, etc., as given on page 110.
Demonstrate to the students how in Scratch, you can make a sprite say something such as “Hello”, as given on page 111.
Check for Understanding
● Read aloud the question provided in the Do It Yourself 9A section and encourage the students to solve the questions. Instruct the students to write the answers in the book.
Correct Responses:
1. Events, run/execute
2. 2 Build
7 mins
● Create a Scratch project where you can add a duck sprite on the stage and choose a backdrop of your choice. Make use of Looks blocks to create an engaging story and as many dialogs as you want. You can add more characters to your story and create dialogs for them as well.
● Conclude the session by summarising that the Looks block category contains various blocks that are used to change the looks of the sprite and to make the sprite say something. This category of blocks is used to create dialogues in the game or the project.
● 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 3 and 4
C. Who Am I?: Questions 1, 3, and 4
D. Write T for True and F for False: Questions 1 and 2
E. Answer the Following Questions: Questions 3 and 5
F. Apply Your Learning: Questions 2 and 3
Sound Blocks 10
This chapter is divided into the following sessions
1. Sound Blocks
2. Finalising the Project
1. Sound Blocks
Learning Outcome
At the end of the session, the students will be able to:
● explain Sound blocks.
Keyword
● Sound Blocks: Sound blocks are used to control sound.
WEBS at a Glance
Ask the students if they are aware that, in Scratch, sprites can be made to play sounds like ‘meow’ or other effects.
Explain to the students what Sound blocks are.
Describe the types of Sound blocks in Scratch.
Attempt the given activity Conclude the concepts. Assign homework.
Action Plan
Warm Up
● Ask the students if they are aware that, in Scratch, sprites can be made to play sounds like ‘meow’ or other effects.
● Tell them that they can use Sound blocks for this purpose.
Explain the following concepts:
Learning Outcomes
Explanation
Describe Sound blocks. Tell the students that Sound blocks are used to control sound. Also, tell them about various Sound blocks such as start sound, change volume by and stop all sounds, as given on page 115.
Check for Understanding
● Read aloud the questions provided in the Do It Yourself 10A section and encourage the students to solve the questions. Instruct the students to write the answers in their book.
Correct Response:
Additional Question to Check for Understanding
● Name the block that sets the volume to a specific percentage. Correct Response: set volume to () block
● Create a Scratch project “Dance Party”. Use Sound blocks to add music in your project.
Correct Response:
● Open a new Scratch project.
● Delete the default Cat sprite and add Champ99 sprite.
● Select the Concert background.
● Create the following code to complete your project:
● Conclude the session by summarising that Sound blocks are used to control sound. In Scratch, there are nine Sound blocks like ‘play sound until done’, ‘start sound’, ‘stop all sounds’, ‘clear sound effects’, ‘change volume by ()’, etc.
● 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: Questions 1, 2, 3, and 4
C. Who Am I?: Questions 1, 2, and 3
D. Write T for True and F for False: Question 1
E. Answer the Following Questions: Questions 1, 2, and 3
2. Finalising the Project
Learning Outcomes
At the end of the session, the students will be able to:
● use Sound blocks in a project.
● duplicate scripts.
WEBS at a Glance
Ask the students what sound blocks are.
Demonstrate to the students how to use Sound blocks in a project. Also, explain to them how to duplicate the script.
Attempt the given activity Conclude the concepts. Assign homework.
● Ask the students what sound blocks are.
● Now, build the concept by telling them how to use sound blocks in a project.
Explain the following concepts:
Learning Outcomes
Use Sound blocks in a project.
Explanation
Demonstrate to the students how to finalise a project using Sound blocks, as given on pages 116 to 118.
Duplicate scripts. Demonstrate to the students how to duplicate a script, as given on pages 118 and 119.
Coding Challenge Ask the students to attempt the Coding Challenge, as given on page 120.
Check for Understanding
● Ask the following questions from the students to check for understanding.
1. Which of the following tabs is used to add sound in your project?
a. Code tab
b. Sounds tab
Correct response: Sounds tab
c. Costume tab
d. None of these
2. Which of the following options is used to copy the code?
a. Duplicate
b. Add comment
Correct response: Duplicate
c. Delete Blocks
d. None of these
● Create a Scratch project, “Space Tour”. Add a sprite and backdrop of your choice. Use Sound blocks to make your project interesting.
Correct Response:
● Conclude the session by summarising how to use various Sound blocks and duplicate the script.
● 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
C. Who Am I?: Question 4
D. Write T for True and F for False: Questions 2, 3, and 4
E. Answer the Following Questions: Question 4
F. Apply Your Learning: Question 1
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 Questions.
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 Communicating Online
Chapter Checkup
A. Fill in the Blanks.
1. computers 2. Amazon 3. email 4. wi-fi 5. netiquette
B. Tick () the Correct Option.
1. c. Google Classroom
2. b. Cellular
3. a. Blind Carbon Copy
4. c. Netflix
5. b. To browse the internet
C. Who Am I?
1. Online Shopping 2. Bcc (Blind Carbon Copy) 3. Wi-Fi 4. Microblogging platforms 5. netiquette
D. Write T for True and F for False.
1. F 2. T 3. F 4. T 5. F
E. Answer the Following Questions.
1. The internet is a huge network of millions of computers connected worldwide. It allows communication and the sharing of information.
2 Two popular apps for online shopping are Amazon and Flipkart.
3. a. Cc: The full form of Cc is Carbon Copy. In this case, all the recipients can see to whom you have sent the same message.
b. Bcc: Bcc stands for Blind Carbon Copy. In this case, every recipient will get the message but will not be able to know who the other recipient of the same message are.
4. Two common video conferencing apps are Google Meet and Zoom.
5. Netiquette is important because it helps create a positive and respectful online environment. By following netiquette principles, individuals can communicate politely, avoid misunderstandings, and maintain privacy and safety. It encourages kindness, prevents harmful behavior like bullying and spamming, and ensures thoughtful and considerate interactions.
F. Apply Your Learning.
1. To send a picture to your friend using email, you will use the attachment feature.
2. Raima should use video conferencing.
3. The CC (Carbon Copy) field in the email shows this information.
4. Shailja must use the social media platform.
5. Lovey must use online forums.
Chapter-3 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 Questions.
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.
Chapter-4 Themes and Layouts in Presentations
Chapter Checkup
A. Fill in the Blanks.
1. Menu 2. Themes 3. Apply layout 4. Columns 5. Master
B. Tick () the Correct Option.
1. c. Speaker notes 2. a. To change the design of the presentation 3. b. Slide menu
4. b. Displaying information neatly in rows and columns 5. a. Bar Chart
C. Who Am I?
1. Slideshow Button 2. Themes Pane 3. Insert menu 4. Diagrams 5. Line Chart
D. Write T for True and F for False.
1. T 2. F 3. F 4. F 5. F
E. Answer the Following Questions.
1. Three Presentation applications are: Canva, PowerPoint, Google Slides.
2. Slide Navigation Pane is a place where you can see thumbnails or miniature images of all the slides of your presentation.
3. Themes are special design layouts for your slides. They make the presentation look colourful and interesting whereas layouts determine how your content, such as titles, text, and images is organised on your slide.
4. The Edit theme option is present in the Slide menu.
5. A pie chart represents data using ‘Slices’ of a whole circle. The size of each ‘slice’ shows how much value that specific ‘slice’ holds.
F. Apply Your Learning.
1. To make her presentation on her favourite book look good, Shaina can use features like different themes, background colours, layouts, fonts and add relevant images or icons.
2. Himank should use the ‘Table’ feature in Google Slides to organise information about animals’ names, habitats and diets in rows and columns.
3. Vamika can use the ‘Slideshow Button’ in Google Slides to showcase pictures of various sports in full-screen mode during her school’s annual sports day.
4. Komal should use the Master Slide feature. For this, she must select the ‘Edit theme’ option in the ‘Slide’ menu to ensure that a specific image, such as a planet, appears consistently on all the slides in her presentation on the solar system.
5. Saharsh can click and drag the slides in the sidebar to change the order in which the slides were arranged for his presentation on famous monuments around the world.
Chapter-5 Animations and Transitions in Presentations
Chapter Checkup
A. Fill in the Blanks.
1. objects 2. animation 3. slide transition 4. on click 5. audios, videos
B. Tick () the Correct Option.
1. b. Slide 2. b. Sound is attached to the presentation 3. a. Click on Insert → Animation
4. a. Click on Insert → Audio 5. a. Upload an audio to Google drive
C. Who Am I?
1. Animation 2. Transition 3. Audio 4. Duration 5. Apply to all slides
D. Write T for True and F for False.
1. F 2. F 3. F 4. T 5. F
E. Answer the Following Questions.
1. Animation is a process through which you can bring still objects, such as text, shapes, images, charts, logos, etc., ‘to life’ by making them move. Animation is a great tool by which you can make your presentation lively and engaging. It enables you to control the flow of information presented or convey processes and alterations with greater efficiency. It also helps you connect with your audience in a better way.
2. Yes, you can add animations to both text and objects in a presentation.
3. A slide transition provides visual effects that take place when one slide changes to another during a presentation. To view the transition effect, click on the Play button.
4. You can add videos from YouTube and Google Drive.
5. The purpose of adding a video to a presentation is to make it more engaging, informative, and visually appealing. Videos can help explain complex concepts, provide real-life examples, capture the audience’s attention, and enhance the overall understanding of the topic being presented.
F. Apply Your Learning.
1. Siya should use animations in her presentation.
2. Rita should use transitions in her presentation.
3. Raju should use the Duration options - ‘Medium’ or ‘Fast’ to increase the speed.
4. Yes, Suman can add that video in her presentation from YouTube.
5. Preeti should use the option of ‘Apply to all slides’ from the Motion Pane.
Chapter-6 Starting with Spreadsheets
Chapter Checkup
A. Fill in the Blanks.
1. Columns 2. Formula 3. share 4. autosave 5. name box
B. Tick () the Correct Option.
1. d. By renaming the Untitled spreadsheet 2. c. Sheets tab 3. a. Rows
4. c. It displays a cloud icon with a check mark 5. a. The X button
C. Who Am I?
1. Cell 2. Menu bar 3. Ctrl + Home 4. Down arrow key 5. Active cell
D. Write T for True and F for False.
1. F 2. T 3. F 4. F 5. F
E. Answer the Following Questions.
1. A spreadsheet is a digital table that helps you organise and work with numbers, data and information in a neat and structured way.
2. Some advantages of using Google Sheets are:
● Google Sheets allows multiple people to work on the same spreadsheet at the same time.
● Google Sheets can be accessed from any computer worldwide.
● Google Sheets offers Smart Fill and Autocomplete features which means it can help you complete words in your spreadsheet.
● Google Sheets automatically saves your work.
3. Components of Google sheet are:
a. Spreadsheet title b. Row c. Column d. Cell e. Name box f. Active cell
g. Menu bar h. Toolbar i. Formula bar j. Sheet tabs k. Share button
4. The horizontal group of cells in a spreadsheet is called rows. Rows are numbered 1,2,3 and so on whereas a column is a vertical group of cells denoted by letters. These letters range from A to Z, followed by AA, AB through to AZ and so on.
5. Two methods to move around in a spreadsheet are:
● Using a mouse- Click the cell directly.
● Using a keyboard- You can use various key combinations to move around.
F. Apply Your Learning.
1. Google Sheets
2. A4
3. Autosave
4. Yes. Google Sheets will help Mishi and Richa organise their study schedule and work on it together. They can use it to keep track of subjects, study times, and progress easily.
5. Arrow (up, down, left, right) key.
Chapter-7 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 Questions.
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. 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.
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.
Chapter-8 Using Operators, Sensing, and Control Blocks
Chapter Checkup
A. Fill in the Blanks.
1. decisions 2. user’s response 3. four 4. add
B. Tick () the Correct Option.
1. c. 2. b. Operators 3. a. Forever 4. c. answer
C. Who Am I?
1. ask and wait 2. if-then-else 3. wait() seconds block 4. repeat()
D. Write T for True and F for False.
1. T 2. F 3. T 4. T
E. Answer the Following Questions.
1. The blocks from the Control category allow a program to perform a test based on a given condition and then take actions based on the result of that test.
2. If block is used to check the given condition. If the condition is true, the blocks inside the if-then block are executed; if it is false, the blocks are not executed. Whereas, if-else block is an extension of the if-then block. If the given condition is true, then the blocks inside the if-then section are executed. If the condition is false, then the blocks inside the else part are executed.
3. Ask and wait block displays a message or a question for the user and waits for their input.
4. Equal to block returns true when the two numbers are equal; it returns false when they are not equal.
F. Apply Your Learning.
1. Events 2. Motion 3. ask and wait 4. 5.
Chapter-9 Variable and Looks Blocks
Chapter Checkup
A. Fill in the Blanks.
1. store 2. Variables 3. say 4. Looks
B. Tick () the Correct Option.
1. c. Variable block 2. c. Two 3. a. show 4. b. switch costume to costume2
C. Who Am I?
1. say () for () seconds 2. set my variable to () 3. change size by () 4. switch backdrop to ()
D. Write T for True and F for False.
1. F 2. F 3. T 4. F
E. Answer the Following Questions.
1. 1. Variable blocks are the blocks that help a computer store a value that can be changed throughout a project.
2. Two types of variables can be created in scratch: Numeric Variable and String Variable.
3. The Looks block category contains various blocks that are used to change the looks of the sprite and to make the sprite say something. This category of blocks is used to create dialogues in the game or the project.
4. The given block is used to set the value of a variable.
5. Switch costume to: Changes the sprite’s costume to the specified one. Next costume: Change the sprite’s costume to the next one in the costume list.
F. Apply Your Learning.
1. Variable blocks are the blocks that help a computer store a value that can be changed throughout a project. The different types of values that can be stored in a variable are Numeric and Textual or String.
Chapter-10 Sound Blocks
Chapter Checkup
A. Fill in the Blanks.
1. start sound 2. Sound 3. Sensing 4. Choose a Sound
B. Tick () the Correct Option.
1. c. Nine 2. b. play sound until done 3. c. Sound 4. c. Add music or sound effects.
C. Who Am I?
1. start sound block 2. set volume to () 3. ‘Choose a Sound’ option in the ‘Sounds’ tab
4. duplicate
D. Write T for True and F for False.
1. F 2. F 3. F 4. T
E. Answer the Following Questions.
1. Sound blocks are used to control sound.
2. (i) play sound until done (ii) start sound (iii) stop all sounds (iv) clear sound effects (v) change volume by ()
3. ‘Play sound block’ plays a sound and pauses the script until the sound is finished.
4. Follow the given steps to duplicate a script.
i. Right-click on the block that you want to duplicate.
ii. Select the Duplicate option to copy the code.
iii. Drag the mouse and click where you want to paste the duplicated code.
F. Apply Your Learning.
1. Events
2. Control
3. go to random position
4. wait (2) seconds
5. Events
6. start sound
7. change my variable by (1)
Mains Test Paper 1 (Based on Chapters 1 to 5)
A. Fill in the Blanks.
1. Pascaline 2. Radio 3. Row height 4. On click
B. Tick () the Correct Option.
1. d. Napier’s bones 2. b. Cellular 3. b. Shift + Tab 4. c. Change appearance of entire presentation
C. Write T for True and F for False.
1. T 2. F 3. F 4. F
D. Answer the Following Questions.
1. After ENIAC, John Mauchly and J. Presper Eckert developed the Universal Automatic Computer (UNIVAC) and delivered it to the Census Bureau on March 31, 1951. It is one of the earliest commercial computers. It replaced the punch card accounting machines. It was the fastest machine developed in its time.
2. The full form of Cc is Carbon Copy. In this case, all the recipients can see to whom you have sent the same message. Whereas, Bcc stands for Blind Carbon Copy. In this case, every recipient will get the message but will not be able to know who the other recipient of the same message are.
3. Merging cells is combining two or more cells in a table to create a single, larger cell. Merging cells in a table can help you combine information and create headings, improving the clarity and organisation of the table.
4. Modifying themes in a presentation is important because it allows you to customise the presentation to look exactly the way you want it to by changing colours, fonts, effects, and background styles.
E. Apply Your Learning.
1. This is possible in the fifth generation of computers. This generation focuses on Artificial Intelligence.
2. Manu must use the Bcc (Blind Carbon Copy) feature of Gmail.
3. Rama must increase the column width of the cells.
4. Happy should use the 'Animations' feature in Google Slides to add visual effects to elements on his slides.
Test Paper 2 (Based on Chapters 6 to 10)
A. Fill in the Blanks.
1. Coding 2. Tab 3. Join 4. start sound
B. Tick () the Correct Option.
1. b. Stage 2. c. show 3. a. Comparison
C. Write T for True and F for False.
1. T 2. T 3. T 4. T
D. Answer the Following Questions.
1. Coding area is where you assemble coding blocks to create scripts and make your sprites perform actions. It is also known as the scripts area.
2. Variable blocks are the blocks that help a computer store a value that can be changed throughout a project. Variables can be used to store numbers and text.
3. The pick random number block is used to choose random numbers between the smallest and largest numbers (including those numbers).
4. The Autosave feature of Google Sheets ensures that your data is saved automatically without needing to save it repeatedly. This keeps your data safe and prevents loss of work.
E. Apply Your Learning.
1. Akshit should follow these steps to duplicate a sprite in Scratch:
a. In the Sprites pane, click the sprite you want to duplicate.
b. Right-click the sprite, which opens a menu.
c. Select the duplicate option to create a copy of the selected sprite.
2. Ana should follow these steps to animate a sprite in Scratch:
a. Click on the Events category and drag the when clicked block.
b. Click on the Looks category and drag the next costume block, snapping it below the when clicked block.
c. Click the green flag button to see the sprite change its costume with every click.
3. Rohit must use the Sound blocks. He may use the play sound until done or start sound blocks.
4. Mayra must use Google Sheets, as it is free to use and does not require any license fee.
About the Book
Uolo has introduced a comprehensive program, Hexa, for Grades 1 to 8, aimed at empowering young minds with essential knowledge and skills for the digital age.
To support the effective implementation of Hexa in classrooms, this Teacher Manual has been thoughtfully designed. It provides structured lesson plans for each chapter, guiding teachers through both classroom instruction and computer lab activities. Every lesson follows Uolo’s research-based WEBS framework, which simplifies teaching methodologies and enhances lesson delivery, making learning more engaging and impactful for students.
Special Features
• Sharp Lesson Planning: Each lesson plan focuses on specific sub-learning outcomes within a chapter and are designed for delivery within the stipulated class or lab time.
• Real-life and Application-based Questions: Additional questions that link Computer Science to real-life contexts and assist teachers to develop learners' conceptual understanding and application skills.
• Support and Detailed Solutions: In-depth solutions for in-class and post-class activities to reinforce learning.
About Uolo
Uolo partners with K-12 schools to bring technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, South East Asia, and the Middle East.
ISBN 978-81-985754-7-0
