ICSE_CS_G1_TM_AY24

Teacher Manual

COMPUTER SCIENCE Teacher Manual

Foreword

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

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

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

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

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

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

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

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

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

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

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

Implementation Plan

Together We Learn and Grow

Computer—A Machine

Story in a Nutshell…

Story Time

It is the first day in Avora school! Conji, a smart young wizard, meets Mel. She is a robot who knows a lot about computers. Conji is fascinated by the watch that Mel is wearing, and it turns out to be a smartwatch (a mini-computer). Mel tells him about the different types of computers while Conji educates Mel on the various rules of the wizards. He tells her about magical items like wands, spell books and drinks. Mel notices that they are a lot like various computer parts. Conji teaches a few spells to Mel. However, when Mel tries to cast a spell, it doesn’t work. Conji tells Mel about being careful while casting spells as there are a few rules that one should follow when dealing with magic. Mel learns the right way and shares that computers have certain rules too. They begin cleaning the computer devices when Conji breaks a mouse by mistake. Scared, they ask Elder Robot’s help to fix the mouse. He teaches them to be careful while working with computers. Grateful for his help, Mel and Conji decide to make him a ‘Thank you Card’.

Story in This Chapter…

● It is the first day at Avora School.

● Conji, a smart young wizard, meets Mel.

● Conji is fascinated by the watch Mel is wearing, and it turns out to be a smartwatch (a minicomputer).

● Then, Conji asks Mel where her books are. She says they are all on her tablet.

● Conji is unaware of the tablet and asks Mel what a tablet is. Mel says a tablet is like a small computer.

● Mel further explains to Conji that a computer is a machine that stores things.

● Mel also tells him that they have a computer lab in school, and they went to see the computer lab.

● Conji is happy to see the types of machines in the lab.

● Mel shows a computer, mobile, tablet, laptop, and smartwatches to Conji.

This chapter is divided into the following classroom sessions

1. Natural and Human-made Things

2. What are Machines?

3. Computers

4. Types of Computers 1

1. Natural and Human-made Things

Learning Outcomes

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

● describe natural things.

● describe human-made things.

Keywords

● Natural Things: Some things like trees, animals, and rocks are present in nature. These are called natural things.

WEBS at a Glance

Ask the students about different things around them.

Discuss a few examples of things such as chairs, books, trees, etc., and then describe them as natural and human-made things.

Action Plan

Group discussion Conclude the concepts

Warm Up

● Ask the students about different things around them.

● Now, build the concept by asking the students if they know whether these things are created by humans or nature. Then introduce them to natural and human-made things.

● Human-made Things: Humans make things like chairs, books, and toys. These are called human-made things. 15 mins

Engage

Explain the following concepts:

Learning Outcomes Explanation

Describe natural things. Tell the students that things present in nature like trees, animals and rocks are called natural things as given on page 6.

Describe human-made things.

Tell the students that things made by humans are called human-made things as given on page 6.

Check for Understanding

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

Correct Responses: Flower

● Conduct a group discussion in the class among the students on the topic “Tell five natural objects and five man-made objects” as mentioned in the Discuss section on page 6.

Possible Responses: Five natural objects: flowers, tree, animals, plants, mountains

Human-made things: car, cake, building, toys, pen

● Conclude the session by summarising that things that are present in nature like trees, animals and rocks are called natural things and things made by humans such as chairs, books, toys, etc., are called human-made things.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in classroom.

B. Tick the Correct Option: Question 1

C. Who Am I?: Question 1

D. Write T for True and F for False: Question 4

E. Answer the Following: Question 1

2. What Are Machines?

Learning Outcome

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

● describe machines.

Keyword

● Machines: Machines are human-made things that help us do different kinds of work.

WEBS at a Glance

Ask the students about the machines they have seen at home such as washing machine, refrigerator, gas stove.

Tell them what machines are.

Action Plan

Group discussion

Conclude the concepts

5 mins

Warm Up

● Ask the students about the machines they have seen at home such as washing machine, refrigerator, gas stove, etc. Then tell what functions some of these machines perform. For example, a washing machine helps us wash our clothes.

15 mins

Engage

Explain the following concepts:

Describe machines. Tell the students what a machine is. Also, tell them that some machines need electricity, some need fuel and some need human power to run, as given on page 7.

Check for Understanding

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

● Name three machines you see every day around you.

Possible Responses: Car, mobile, rickshaw

● Categorise the given machines on the basis of whether they require electricity, fuel or human power to run: Aeroplane, cycle, television.

Correct Responses:

Aeroplane: Fuel

Cycle: Human power

Television: Electricity

Build

7 mins

● Conduct a group discussion in the class among the students on the topic ‘My Favourite Machine’.

Possible Responses: Calculator, mobile, refrigerator

Sum Up

3 mins

● Conclude the session by summarising that machines are human-made things that help us do different kinds of work. Machines run on electricity, fuel, and human power.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in classroom.

A. Fill in the Blanks: Question 1

B. Tick the Correct Option: Question 2

C. Who Am I?: Question 2

E. Answer the Following: Question 2

F. Apply Your Learning: Questions 1 and 3

3. Computers

Learning Outcomes

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

● describe a computer and do things using a computer.

● describe how are computers different from us.

Keyword

● Computer: A computer is a machine. It needs electricity to work.

WEBS at a Glance

Ask the students to name some machines that run on electricity.

Explain to the students what a computer is. Tell them things we can do using a computer. Also, tell them how are computers different from us.

Think and Tell Conclude the concepts

Action Plan

5 mins

Warm Up

● Ask students to name some machines that run on electricity. Now, build the concept by discussing computer is also a machine that runs on electricity.

Engage

Explain the following concepts:

Learning Outcomes Explanation

Describe a computer and do many things using a computer.

Describe how are computers different from us.

15 mins

Tell the students that a computer is a machine that needs electricity to work. Also, tell them computers are used to learn new things, listen to music, etc., as given on page 8.

Tell them that a computer is a smart machine that works very fast, never gets tired, etc., as discussed on page 9.

Check for Understanding

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

Correct Responses: 2. a. F b. T c. T

Build

7 mins

● Ask the students to answer the question “What are some fun things you want to do using a computer?” asked in the Think and Tell section given on page 8.

Possible Responses: Play games, watch cartoons, make drawing, etc.

Sum Up

3 mins

● Conclude the session by summarising that a computer is a machine that needs electricity to work. Computers are used to learn new things, listen to music, etc. Also revise with them that a computer is a smart machine that works very fast, never gets tired, and does not make any mistakes.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in classroom.

A. Fill in the Blanks: Questions 2 and 3

B. Tick the Correct Option: Question 3

C. Who Am I?: Question 3

E. Answer the Following: Question 3

4. Types of Computers

Learning Outcome

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

● describe different types of computers.

WEBS at a Glance

Ask the students where they have seen computers.

Describe different types of computers.

Group discussion Conclude the concepts

Action Plan

Warm Up

● Ask the students where they have seen the computers.

5 mins

● Now, build the concept of types of computers by asking students if they know that a smartphone is also a type of computer.

● Also tell them that a desktop, laptop, tablet, and a smartphone are different types of computers.

15 mins

Engage

Explain the following concepts:

Learning Outcome Explanation

Describe different types of computers. Tell the students that there are many different types of computers such as desktops, laptops, tablets, and smartphones. Also, tell them about the features of each of these types of computers, as given on page 10.

Check for Understanding

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

Correct Responses:

● Conduct a group discussion in the class among the students on the topic “Can computers be smaller than smartphones?” as mentioned in the Discuss section on page 10.

Possible Responses: Yes/No

Correct Response: No Sum Up

● Conclude the session by summarising that there are many different types of computers such as desktops, laptops, tablets, and smartphones.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in classroom.

A. Fill in the Blanks: Question 4

C. Who Am I?: Question 4

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

E. Answer the Following: Question 4

F. Apply Your Learning: Question 2

2

Uses of a Computer

Story Time

Story in a Nutshell…

It is the first day in Avora school! Conji, a smart young wizard, meets Mel. She is a robot who knows a lot about computers. Conji is fascinated by the watch that Mel is wearing, and it turns out to be a smartwatch (a mini computer). Mel tells him about the different types of computers, while Conji educates Mel on the various rules of the wizards. He tells her about magical items like wands, spellbooks, and drinks. Mel notices that they are a lot like various computer parts. Conji teaches a few spells to Mel. However, when Mel tries to cast a spell, it doesn’t work. Conji tells Mel about being careful while casting spells, as there are a few rules that one should follow when dealing with magic. Mel learns the right way and also shares that computers have certain rules too. They begin cleaning the computer devices when Conji breaks a mouse by mistake. Scared, they ask Elder Robot’s help to fix the mouse. He teaches them to be careful while working with computers. Grateful for his help, Mel and Conji decide to make him a ‘Thank you Card’.

Story in This Chapter…

● Mel and Conji are in the Magic Classroom.

● Conji tells Mel that magic drinks are drinks that have powers.

● Mel then asks Conji how people do magic with the magic wand.

● Conji tells Mel that they say their spells, the words they speak to do magic.

● Conji further says that they look for the magic spells in the spell books.

● Mel then tells Conji that just as magic has many uses, computers also have many uses.

● Mel then takes Conji to the computer lab to show how the computers are used.

This chapter is divided into the following classroom and lab sessions

1. What Computers Do

2. What Computers Do: Video

3. Places Where Computers Are Used

1. What Computers Do

Learning Outcome

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

● describe about the activities we can do on a computer.

WEBS at a Glance

Ask the students what a computer is.

Ask them to name a few things that they keep in their school bag. Describe to them what the computers do. Group Discussion Conclude the concepts

Action Plan

Warm Up

● Ask the students what a computer is.

● Ask them to name a few things that they keep in their school bag.

5 mins

● Tell them as we do different kinds of work with each item in our school bag like books, bottles, pencils, and crayons. In the same way, a computer also has many things in it that lets us do different activities. 15 mins

Engage

Explain the following concepts: Learning Outcome Explanation

Describe about the activities we can do on a computer.

Describe to the students that we can draw and colour, learn new things, play games, etc., on a computer, as given on page 20.

Check for Understanding

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

Correct Responses:

1. a. T b. F c. T

7 mins

Build

● Conduct a group discussion in the class among the students based on the topic “What are some of the new things you wish to learn on a computer?” provided in the Discuss section, as mentioned on page 21.

Possible Responses: Learn block-based coding, touch typing, etc.

Sum Up

3 mins

● Conclude the session by summarising that we can use a computer to do different activities such as learn new things, draw and colour, listen to music, send messages, watch videos, etc.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in classroom.

A. Fill in the Blanks: Questions 1 and 2

B. Tick the Correct Option: Question 2

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

E. Answer the Following: Question 1

F. Apply Your Learning: Question 3

2. What Computers Do: Video

Learning Outcome

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

● describe about the activities we can do on a computer.

WEBS at a Glance

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

Describe to them what computers do. Attempt the activity on the Assignment page Conclude the concepts

Action Plan

Warm Up

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on What Computers Do: Video

● Show the learning slides one by one and discuss the concepts shown on the slides in the panel. 15 mins

Engage

Explain the following concepts:

Describe about the activities we can do on a computer.

Describe to the students that we can draw and colour, learn new things, play games, etc., on a computer, as given on page 20.

Check for Understanding

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

7 mins

Build

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that we can use a computer to do different activities such as learn new things, draw and colour, listen to music, send messages, watch videos, etc.

3. Places Where Computers Are Used

Learning Outcome

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

● describe the uses of computers at different places.

WEBS at a Glance

Ask the student to name the places where they have seen computers.

Describe about the places where computers are used.

Think and Tell Conclude the concepts

Action Plan

Warm Up

● Ask the students to name the places where they have seen computers.

5 mins

● Tell them that computers are used at various places, such as offices, schools, shops, airports, etc.

Engage

Explain the following concepts:

Learning Outcome Explanation

Describe the uses of computers at different places.

15 mins

Describe to the students that we go to different places like restaurants, shopping malls, and airports. People use computers at all these places for different kinds of work, such as at airports to book tickets, schools to teach, etc., as given on pages 21 and 22.

Check for Understanding

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

Correct Responses:

1. a. To pay for food.

b. To order the food.

c. To chew the food.

2. a. To teach and learn.

b. To book tickets.

c. To play on the field.

Build

7 mins

● Ask the students to give the answer to the question “What can we use the computer at home for other than the activities given in this chapter?” asked in the Think and Tell section, as given on page 22.

Possible Responses: Make class projects, access school’s online learning material, etc.

Sum Up

3 mins

● Conclude the session by summarising that computers can be used at airports and railway stations to book tickets, offices to do important work and send messages, hospitals to keep information of the patients, etc.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Questions 3 and 4

B. Tick the Correct Option: Question 1

C. Who Am I?: Questions 1, 2, and 3

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

E. Answer the Following: Question 2

F. Apply Your Learning: Questions 1 and 2

Parts of a Computer

Story Time

Story in a Nutshell…

It is the first day in Avora school! Conji, a smart young wizard, meets Mel. She is a robot who knows a lot about computers. Conji is fascinated by the watch that Mel is wearing, and it turns out to be a smartwatch (a mini computer). Mel tells him about the different types of computers while Conji educates Mel on the various rules of the wizards. He tells her about magical items like wands, spell books, and drinks. Mel notices that they are a lot like various computer parts. Conji teaches a few spells to Mel. However, when Mel tries to cast a spell, it doesn’t work. Conji tells Mel to be careful while casting spells as there are a few rules that one should follow when dealing with magic. Mel learns the right way and also shares that computers have certain rules too. They begin cleaning the computer devices when Conji breaks a mouse by mistake. Scared, they ask Elder Robot for help to fix the mouse. He teaches them to be careful while working with computers. Grateful for his help, Mel and Conji decide to make him a ‘Thank you Card’.

Story in This Chapter…

● Mel and Conji are playing in the school playground.

● Mel asks Conji where he gets energy from. Conji replies that he gets energy from food and magic drinks. Mel also tells Conji that robots charge their batteries, and it is similar to the input, output, and storage devices of a computer.

● Conji does not know about any computer devices. Conji and Mel go to the computer lab then. Mel shows input, output, and storage devices to Conji.

This chapter is divided into the following classroom sessions 1.

1. Main Parts of a Computer-I

Learning Outcome

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

● describe the two main parts of a computer: the monitor and the CPU.

Keywords

● Monitor: A monitor looks like a TV screen. It shows us what we are doing on a computer.

● CPU (Central Processing Unit): It is like the brain of a computer.

WEBS at a Glance

Ask the students the names of different parts of the body. Relate our body parts to the computer’s parts and tell them about the monitor and the CPU.

Action Plan

Group discussion Conclude the concepts

5 mins

Warm Up

● Ask the students the names of different parts of the body. Relate our body parts to the computer’s parts and tell them about the monitor and the CPU.

Engage

Explain the following concepts:

Learning Outcome Explanation

Describe two main parts of a computer: the monitor and the CPU.

15 mins

Describe to the students that the monitor looks like a TV screen. It shows us what we are doing on a computer, and the CPU is like the brain of a computer, as given on pages 31 and 32.

Check for Understanding

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

● looks like a TV.

Correct Response: Monitor

● orders the other parts of the computer to work properly.

Correct Response: CPU

Build

7 mins

● Conduct a group discussion in the class among the students on the topic ‘Have you seen a monitor before?’.

Correct Response: Yes. I have seen a monitor at home. I watch cartoons on it.

Sum Up

3 mins

● Conclude the session by summarising that the monitor and the CPU are two important parts of a computer. The monitor looks like a TV screen, and the CPU is the brain of a computer.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to complete in the classroom.

A. Fill in the Blanks: Questions 1 and 3

C. Who Am I?: Questions 2 and 3

E. Answer the Following: Question 3

2. Main Parts of a Computer-II

Learning Outcome

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

● describe the other two important parts of a computer: the keyboard and the mouse.

Keywords

● Keyboard: It helps us to write on a computer. It has many buttons on it, known as keys.

● Mouse: It is a device to select different things on a computer.

WEBS at a Glance

Ask the students how they write in their notebooks.

Ask the students how they point to some words in their book.

Tell the students that with the help of the keyboard we can write on a computer. Tell the students that on a computer, we point to a line or word with the help of a mouse.

Action Plan

Group discussion

Conclude the concepts

5 mins

Warm Up

● Ask the students how they write in their notebooks.

● Ask the students how they point to some words in their book.

● Now, explain to them about the keyboard and the mouse.

Engage

Explain the following concepts:

Learning Outcome

Describe the other two important parts of a computer: the keyboard and the mouse.

15 mins

Explanation

Describe that the keyboard helps us to write on a computer. It has many buttons on it, known as keys and mouse is a device to select different things on a computer, as given on page 32.

Check for Understanding

● Read aloud the question provided in the Do It Yourself 3A section. Instruct the students to write the answers in their book.

Correct Responses:

Build

7 mins

● Conduct a group discussion in the class among the students by asking, ‘What are the main parts of a computer?’.

Possible Responses: CPU, mouse, monitor, and keyboard.

Sum Up

3 mins

● Conclude the session by summarising that the keyboard and mouse are two important parts of a computer. The keyboard helps us to write on a computer. The mouse is used to select different things on the monitor.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to complete in the classroom.

A. Fill in the Blanks: Question 2

C. Who Am I?: Question 1

D. Write T for True and F for False: Questions 1 and 3

F. Apply Your Learning: Question 1

3. Devices-I Input and Output Devices

Learning Outcomes

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

● describe the input devices.

● describe the output devices.

Keywords

● Input Devices: These devices help us tell the computer what to do.

● Output Devices: These devices help the computer to share information with us.

WEBS at a Glance

Ask the students what a keyboard is. Explain to them that a keyboard is an input device. Then explain to them the input and output devices by giving examples of each. Group discussion Conclude the concepts

Action Plan

5 mins

Warm Up

● Ask them what a keyboard is and then build the concept by defining the input and output devices.

Engage

Explain the following concepts:

Learning Outcomes Explanation

Describe the input devices.

Describe the output devices.

15 mins

Explain to the students that input devices help us to tell the computer what we want to do. The keyboard and mouse are input devices, as given on page 33.

Explain to the students that output devices help the computer share information with us. Monitor, speaker, and printer are output devices, as given on page 33.

Check for Understanding

● Read aloud the question provided in the Do It Yourself 3B section. Instruct the students to write the answers in their book.

Correct Responses:

Build

7 mins

● Conduct a group discussion in the class among the students on the topic ‘Give examples of input and output devices’.

Correct Responses: Input: Keyboard, mouse Output: Monitor, speaker

Sum Up

3 mins

● Conclude the session by summarising that the keyboard and mouse are input devices, whereas the monitor, printer, and speaker are output devices.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to complete in the classroom.

A. Fill in the Blanks: Question 4

B. Tick the Correct Option: Question 1

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

E. Answer the Following: Question 1

F. Apply Your Learning: Questions 2 and 3

4. Devices-II Storage Devices

Learning Outcome

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

● describe the storage devices of computers.

Keyword

● Storage Devices: A computer stores information in storage devices.

WEBS at a Glance

Ask the students where they store their clothes and books.

Describe to the students that storage devices are like their wardrobe where they keep their toys, clothes, and books.

Group discussion Conclude the concepts

Action Plan

Warm Up

● Ask the students where they store their clothes and books.

5 mins

● Describe to the students that storage devices are like their wardrobe where they keep their toys, clothes, and books.

Engage

Explain the following concepts: Learning Outcome

Describe the storage devices of computers.

15 mins

Describe to the students that a computer stores information on storage devices. A compact disc, pen drive, hard disk, and memory card are some examples of storage devices, as given on page 33.

Check for Understanding

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

● Where does a computer store information?

Correct Response: Storage Devices

● Give any two examples of storage devices.

Possible Responses: Compact disc/Pen drive/Hard disk/Memory card

Build

7 mins

● Conduct a group discussion in the class among the students on the topic ‘Give some examples of storage devices’.

Possible Responses: refrigerator, pen drive, cupboard, and container.

Sum Up

3 mins

● Conclude the session by summarising that compact discs, memory cards, hard disks, and pen drives are used to store information on a computer in the same way we store our things in a cupboard.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to complete in the classroom.

B. Tick the Correct Option: Question 2

D. Write T for True and F for False: Question 4

E. Answer the Following: Question 2

Story

Using a Computer

Story Time

in a Nutshell…

It is the first day in Avora school! Conji, a smart young wizard, meets Mel. She is a robot who knows a lot about computers. Conji is fascinated by the watch that Mel is wearing and it turns out to be a smartwatch (a mini computer). Mel tells him about the different types of computers while Conji educates Mel on the various rules of the wizards. He tells her about magical items like wands, spell books, and drinks. Mel notices that they are a lot like various computer parts. Conji teaches a few spells to Mel. However, when Mel tries to cast a spell, it doesn’t work. Conji tells Mel to be careful while casting spells as there are a few rules that one should follow when dealing with magic. Mel learns the right way and also shares that computers have certain rules too. They begin cleaning the computer devices when Conji breaks a mouse by mistake. Scared, they ask Elder Robot for help to fix the mouse. He teaches them to be careful while working with computers. Grateful for his help, Mel and Conji decide to make him a ‘Thank You Card’.

Story in This Chapter…

● Mel teaches Conji how to use a computer, and Conji teaches her to use the magic spells.

● Conji instructed Mel to use the correct spells in magic, otherwise it wouldn’t work.

● Mel told Conji that we have to follow some rules while using the computers too.

● Conji wants to know how to switch on a computer.

● Mel and Conji then go to the computer lab.

This chapter is divided into the following classroom sessions

1. Starting a Computer

1. Starting a Computer

Learning Outcome

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

● start a computer.

WEBS at a Glance

Ask the students if they know how to turn on the television at their homes.

Explain to the students the steps to start a computer.

Think and Tell Conclude the concepts

● Ask the students if they know how to turn on the television at their homes.

● Now tell them that they can start the computers by following certain steps. 15 mins

Engage

Explain the following concepts:

Learning Outcome Explanation

Start a Computer. Explain to the students that there are three steps needed to start a computer: Switching on the main power supply button

Pressing the ON button on the CPU, and

Pressing the Power button on the monitor, as given on page 42.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 4A section. Instruct the students to write the answers in their book.

Correct Responses:

1. T 2. T 3. T

Build

7 mins

● Ask the students to give the answer to the question “What will happen if we just switch on the main power and then turn on the monitor? Will the computer start?” asked in the Think and Tell section, as given on page 42.

Correct Response: No, the computer will not start. We also need to switch on the CPU to start the computer.

3 mins

Sum Up

● Conclude the session by summarising that a computer runs on electricity. Also, to start the computer, we need to switch on the main power supply button, then press the ON button of the CPU and finally, press the ON button of the monitor.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

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

B. Tick the Correct Option: Question 1

C. Who Am I?: Question 1

D. Write T for True and F for False: Question 5

E. Answer the Following: Question 1

2. Shutting Down a Computer

Learning Outcome

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

● shut down a computer.

Keyword

● Shut down: To shut down a computer means to turn it off.

WEBS at a Glance

Ask the students if they keep the television on for the whole day or they switch it off after watching it for some time.

Explain to the students how to shut down a computer. Also, explain to them why they should not turn off the computer directly.

Group discussion

Action Plan

Conclude the concepts

5 mins

Warm Up

● Ask the students if they keep the television on for the whole day or if they switch it off after watching it for some time.

● Now, tell them that they should shut down the computer when it is not in use.

Engage

Explain the following concepts:

Learning Outcome Explanation

15 mins

Shut down a computer. Describe the steps of shutting down a computer: clicking on the Start menu, clicking on the Power icon, and clicking on the Shut down option, as given on page 43. Also, explain to the students if they turn off the computer directly, then it may get damaged.

Check for Understanding

● Read aloud the question provided in the Do It Yourself 4B section. Instruct the students to write the answers in their book.

Build

7 mins

● Conduct a group discussion in the class among the students based on the topic ‘Should we leave the computer on forever?’

Correct Response: No, we should not leave the computer on forever. We should shut it down when it is not in use.

3 mins

Sum Up

● Conclude the session by summarising that we should shut down a computer properly and always use the mentioned steps to shut down a computer.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Question 1

B. Tick the Correct Option: Question 2

C. Who Am I?: Question 3

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

E. Answer the Following: Question 2

F. Apply Your Learning: Question 1

3. Rules for Using a Computer–Do’s

Learning Outcome

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

● follow the do’s while using a computer.

Keyword

● Do’s: Do’s are the things we must do.

WEBS at a Glance

Ask the students if they follow some rules while playing in the playground. Then tell them that while using a computer, they must follow some do’s.

Explain to the students the various do’s one must follow while using a computer.

Group discussion

Conclude the concepts

Action Plan

Warm Up

● Ask the students if they follow some rules while playing in the playground.

● Then tell them that while using a computer, they must follow some do’s.

Engage

Explain the following concepts:

Learning Outcome

Follow the do’s while using a computer.

5 mins

15 mins

Explanation

Describe some do’s that must be followed while using a computer, such as keeping the computer clean and pressing the keyboard keys gently, etc., as given on pages 44 and 45.

Check for Understanding

● Read aloud questions 3 and 4 provided in the Do It Yourself 4C section. Instruct the students to write the answers in their book.

Correct Responses:

3. T 4. T

Build

7 mins

● Conduct a group discussion in the class among the students based on the topic ‘Is it necessary to follow rules to operate computers?’.

Correct Response: Yes, it is necessary to follow the rules to operate computers, as they function properly when we take good care of them.

3 mins

Sum Up

● Conclude the session by summarising that we should follow some do’s while using a computer, such as keeping the computer clean and pressing the keyboard keys gently, etc.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

B. Tick the Correct Option: Question 3

C. Who Am I?: Question 4

D. Write T for True and F for False: Question 2

E. Answer the Following: Question 3

F. Apply Your Learning: Question 2

4. Rules for Using a Computer–Don’ts

Learning Outcome

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

● learn what not to do while using a computer.

Keyword

● Don’ts: Don’ts are the things we must never do.

at a

Ask the students if their parents tell them to not do certain things. Then tell them that while using a computer, there are certain things that they must never do.

Explain to the students what they should not do with a computer while using it.

Group discussion

Action Plan

Conclude the concepts

5 mins

Warm Up

● Ask the students if their parents tell them to not do certain things.

● Then tell them that while using a computer, there are certain things that they must never do.

Engage

Explain the following concepts:

Learning Outcome Explanation

Learn what not to do while using a computer.

15 mins

Describe some don’ts that must be followed while using a computer, such as not to switch off the CPU directly, not to touch the computer devices with wet and dirty hands, and not to pull the wires from the computer, etc., as given on page 45.

Check for Understanding

● Read aloud questions 1 and 2 provided in the Do It Yourself 4C section. Instruct the students to write the answers in their book.

Correct Responses:

3. F 4. F

Build

7 mins

● Conduct a group discussion in the class among the students based on the topic ‘Should we eat or drink near a computer?’

Correct Response: No, we should not eat or drink near a computer as it will make the computer dirty and not work properly.

3 mins

Sum Up

● Conclude the session by summarising that we should follow some don’ts while using a computer, such as not to switch off the CPU directly, not to touch the computer devices with wet and dirty hands, and not to pull the wires from the computer, etc.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

C. Who Am I?: Question 2

D. Write T for True and F for False: Question 3

E. Answer the Following: Question 4

F. Apply Your Learning: Question 3

Using a Mouse

Story Time

Story in a Nutshell…

It is the first day in Avora school! Conji, a smart young wizard, meets Mel. She is a robot who knows a lot about computers. Conji is fascinated by the watch that Mel is wearing, and it turns out to be a smartwatch (a mini computer). Mel tells him about the different types of computers while Conji educates Mel on the various rules of the wizards. He tells her about magical items like wands, spell books, and drinks. Mel notices that they are a lot like various computer parts. Conji teaches a few spells to Mel. However, when Mel tries to cast a spell, it doesn’t work. Conji tells Mel to be careful while casting spells as there are a few rules that one should follow when dealing with magic. Mel learns the right way and also shares that computers have certain rules too. They begin cleaning the computer devices when Conji breaks a mouse by mistake. Scared, they ask Elder Robot for help to fix the mouse. He teaches them to be careful while working with computers. Grateful for his help, Mel and Conji decide to make him a ‘Thank You Card’.

Story in This Chapter…

● Mel is cleaning the Computer Lab when Conji enters.

● On being asked why Mel is cleaning the computer lab, Mel says that Elder Robot has taught her that cleaning our devices is a very good habit.

● Conji tells Mel that his mother has also taught him the same. She also taught him how to clean his things.

● When Conji offers to help Mel with the cleaning work, Mel asks him to clean the mouse.

● To this Conji says that the mouse would bite him.

● Mel then tells him that it is not a real mouse. It is a computer device. To this, Conji replies that he was joking.

● When Conji starts cleaning the mouse, the mouse drops from his hands.

● Mel then closes her eyes to call Elder Robot fo help.

● Elder Robot advises them to be careful when holding the computer devices.

● Elder Robot fixes the mouse.

● Mel then starts teaching Conji how the computer mouse works.

This chapter is divided into the following classroom and lab sessions

1. Computer Mouse and Its Parts

Learning Outcomes

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

● describe a computer mouse and a mouse pointer.

● identify parts of a computer mouse.

Keywords

● Mouse: A computer mouse is a pointing device that is used to point on the computer screen.

● Mouse Pointer: It is a small arrow that appears on your computer screen.

WEBS at a Glance

Ask the students if they have ever tried pointing to the words using their fingers or a pencil while reading books.

Explain to the students what a computer mouse and a mouse pointer is. Also explain to them the parts of a computer mouse.

Action Plan

Think and Tell Conclude the concepts

Warm Up

● Ask the students if they have ever tried pointing to the words using their fingers or a pencil while reading books. This helps to avoid getting lost in the words.

● In the same way, we use the computer mouse to point on the screen.

Engage

Explain the following concepts:

Learning Outcomes

Describe a computer mouse and a mouse pointer.

Identify parts of a computer mouse.

15 mins

Explanation

Tell the students that a computer mouse is a pointing device that is used to point on the computer screen. Also, tell them about the mouse pointer, as given on page 54.

Explain to the students the parts of a computer mouse, namely, the left mouse button, the scroll wheel, and the right mouse button, as given on pages 54 and 55.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 5A section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Build

Uses of a Computer Mouse

A mouse helps us do many things:

7 mins

● Ask the students to give the answer to the question “Which type of mouse would you like to use— wired or wireless? Why?” asked in the Think and Tell section given on page 55.

Possible Response: Nowadays, we use mouse that have no wire, as they give us freedom of movement.

To hold a mouse:

a Mouse

3 mins

● Conclude the session by summarising that a computer mouse is a pointing device that is used to point on the computer screen. A mouse pointer is a small arrow that appears on your computer screen. Parts of a computer mouse are the left mouse button, the scroll wheel, and the right mouse button.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

Put your index finger on the left mouse button.

A. Fill in the Blanks: Questions 2 and 5

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

Put the middle finger on the right mouse button. Scrolling Wheel Left Mouse Button Right Mouse Button

C. Who Am I?: Question 5

D. Write T for True and F for False: Questions 1 and 3

Correct Responses: 1. 2. 56

E. Answer the Following: Questions 1, 2, and 3

2. Tiny Tech Game I

Learning Outcome

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

● perform various actions using a mouse by playing fun-based interactive games.

Keywords

● Mouse: A computer mouse is a pointing device that is used to point on the computer screen.

● Mouse Pointer: It is a small arrow that appears on your computer screen.

WEBS at a Glance

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

Demonstrate to the students how to play the game for which the link is provided on the panel.

Attempt the activity on the Assignment page

Conclude the concepts

Action Plan

Warm Up

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Tiny Tech Game I.

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

15 mins

Engage

● Demonstrate to the students how to play the game for which the link is provided on the panel.

Check for Understanding

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

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that a computer mouse is a pointing device that is used to point on the computer screen. Parts of a computer mouse are the left mouse button, the scroll wheel, and the right mouse button. The game of this session on the digital platform lets you use the left mouse button to make letters in the English alphabet by following the direction of the arrows.

3. Using and Holding a Computer Mouse

Learning Outcomes

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

● describe the uses of a computer mouse.

● hold a mouse and use the mouse buttons.

Keyword

● Scroll Wheel: The scroll wheel helps you move up and down on the screen.

WEBS at a Glance

Ask the students if they have ever played games using a computer mouse. Also, ask them what else they can do with a mouse.

Explain to the students the uses of a computer mouse. Also, explain to them how to hold a mouse and use the mouse buttons.

Group discussion Conclude the concepts

Action Plan

Warm Up

5 mins

● Ask the students if they have ever played games using a computer mouse. Also, ask them what else they can do with a mouse.

● Tell them that by using a mouse they can point and select, draw and colour, play games, open a file, etc.

Engage

Explain the following concepts:

Learning Outcomes Explanation

Describe the uses of a computer mouse.

Hold a mouse and use the mouse buttons.

15 mins

Tell the students that a mouse can be used to point and select, draw and colour, play games, open a file, etc., as given on page 56.

Tell the students that one must hold the left mouse button and the right mouse button with the index finger and the middle finger, respectively, as given on pages 56 and 57. Also, tell them what a left mouse button, a right mouse button, and a scroll wheel do, as given on page 57.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 5B section and encourage the students to solve the questions. Instruct the students to write the answers in their book. 1.

Middle finger

Index finger

2.

a. Right mouse button

b. Scroll wheel

c. Left mouse button

Chapter Checkup

Build

1 The on the mouse is used to move up and down on a page.

2 The computer mouse has buttons.

3 We can click the button to select things on the computer.

4 You can click the right button to see

7 mins

● Conduct a group discussion in the class among the students on the topic ‘Uses of a Computer Mouse’. Possible Responses: A mouse helps us do many things: point and select, draw and colour, play games, open a file, etc.

5

Sum Up

3 mins

● Conclude the session by summarising that there are many uses of a mouse. We put the index finger on the left mouse button and the middle finger on the right mouse button. The left mouse button opens the file, and the right mouse button pops up a list of items. The scroll wheel helps you move up and down on the screen.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Questions 1, 3, and 4

B. Tick the Correct Option: Questions 1 and 5

C. Who Am I?: Questions 1, 2, 3, and 4

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

E. Answer the Following: Questions 4 and 5

F. Apply Your Learning: Questions 1, 2, 3, 4, and 5

4. Tiny Tech Game II

Learning Outcome

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

● perform various actions using a mouse by playing fun-based interactive games.

Keywords

● Mouse: A computer mouse is a pointing device that is used to point on the computer screen.

● Mouse Pointer: It is a small arrow that appears on your computer screen.

WEBS at a Glance

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

Demonstrate to the students how to play the game for which the link is provided on the panel. Attempt the activity on the Assignment page Conclude the concepts

Action Plan

5 mins

Warm Up

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Tiny Tech Game II.

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

Engage

15 mins

● Demonstrate to the students how to play the game for which the link is provided on the panel.

Check for Understanding

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

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that there are many uses of a mouse. We put the index finger on the left mouse button and the middle finger on the right mouse button. The game of this session on the digital platform lets you use the left mouse button to drag and drop the matching parts of different vegetables.

Using a Keyboard

Story Time

Story in a Nutshell…

It is the first day in Avora school! Conji, a smart young wizard, meets Mel. She is a robot who knows a lot about computers. Conji is fascinated by the watch that Mel is wearing, and it turns out to be a smartwatch (a mini computer). Mel tells him about the different types of computers while Conji educates Mel on the various rules of the wizards. He tells her about magical items, like wands, spell books, and drinks. Mel notices that they are a lot like various computer parts. Conji teaches a few spells to Mel. However, when Mel tries to cast a spell, it doesn’t work. Conji tells Mel to be careful while casting spells as there are a few rules that one should follow when dealing with magic. Mel learns the right way and also shares that computers have certain rules too. They begin cleaning the computer devices when Conji breaks a mouse by mistake. Scared, they ask Elder Robot for help to fix the mouse. He teaches them to be careful while working with computers. Grateful for his help, Mel and Conji decide to make him a ‘Thank You Card’.

Story in This Chapter…

● Mel and Conji are in the Computer Lab.

● Conji asks Mel if he can clean the thing which is kept next to the mouse. Conji cannot recall the device name.

● Mel reminds him that it is called a keyboard.

● Conji suggests giving a Thank You card to Elder Robot as he helped them.

● Conji thinks of bringing a pen and paper to write a message on the card.

● Mel then asks Conji if he knows that they can type it on the computer by using a keyboard.

● Mel tells Conji more about the keyboard.

This chapter is divided into the following classroom and lab sessions

1. Alphabet Keys and Number Keys

2. Tiny Tech Game I

3. Arrow Keys and Special Keys

4. Tiny Tech Game II

1. Alphabet Keys and Number Keys

Learning Outcomes

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

● describe a keyboard.

● describe what the alphabet keys are.

● describe what the number keys are.

Keywords

● Keyboard: It is a part of the computer that helps us write on it.

● Typing: Writing on the computer using a keyboard is called typing.

● Cursor: The blinking line on the computer screen is called a cursor.

Ask the students how we can write on a computer.

Explain to the students what a keyboard is. Also explain to them about alphabet keys and number keys.

Think and Tell Group discussion Conclude the concepts

Action Plan

5 mins

Warm Up

● Ask the students how we can write on a computer.

● Tell them that just as we write on paper with a pencil, we can write on the computer using its part called the keyboard.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe a keyboard.

Explanation

Tell the students that a keyboard is a part of the computer that helps us write on it. Tell them about typing and the cursor as well, as given on pages 67 and 68.

Learning Outcomes

Describe what the alphabet keys are.

Describe what the number keys are.

Explanation

Tell the students that for each letter of the alphabet, we have one key on the keyboard. These keys are called alphabet keys, as given on page 68.

Tell them that we can use the number keys to type numbers on the computer, as given on page 69.

Check for Understanding

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

Build

7 mins

● Ask the students to give the answer to the question “Which keys will you use to type your name?” asked in the Think and Tell section, as given on page 68.

Possible Response: Alphabet Keys/Number Keys

Correct Response: Alphabet Keys

● Conduct a group discussion in the class among the students on the topic “Which number keys will you use to type your age?”, as mentioned in the Discuss section on page 69.

Possible Responses: 5 or 6.

Sum Up

3 mins

● Conclude the session by summarising that a keyboard is a part of the computer that helps us write on it. Writing on the computer using a keyboard is called typing. The alphabet keys are used to type words and sentences on a computer. We can type numbers using the number keys.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Questions 3 and 5

C. Who Am I?: Questions 1 and 5

D. Write T for True and F for False: Question 4

E. Answer the Following: Questions 1, 3, and 5

F. Apply Your Learning: Questions 1 and 2

2. Tiny Tech Game I

Learning Outcome

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

● perform various actions using a keyboard by playing fun-based interactive games.

Keyword

● Keyboard: It is a part of the computer that helps us write on it.

WEBS at a Glance

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

Demonstrate to the students how to play the game for which the link is provided on the panel.

Attempt the activity on the Assignment page

Action Plan

Warm Up

Conclude the concepts

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Tiny Tech Game I.

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

15 mins

Engage

● Demonstrate to the students how to play the game for which the link is provided on the panel.

Check for Understanding

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

7 mins

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that a keyboard is a part of the computer that helps us write on it. The alphabet keys are used to type words and sentences on a computer. We can type numbers using the number keys. The game of this session on the digital platform lets you press the keys for the alphabets that pop up on the screen.

3. Arrow Keys and Special Keys

Learning Outcomes

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

● describe what arrow keys are.

● describe what special keys are.

WEBS at a Glance

Warm Up Engage Build Sum Up

Ask the students if they know, while typing on the computer, which key helps them to move up, down, left, and right across various words.

Ask the students if they can write their name in capital letters using a keyboard.

Explain to the students what arrow keys and special keys are.

the concepts

Action Plan

Warm Up

5 mins

● Ask the students if they know that while typing on the computer, which key helps them to move up, down, left, and right across various words, sentences, etc.

● Tell them that the up arrow key helps them move the cursor up, the left arrow key helps to move the cursor left, and similarly for the other keys.

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Describe what arrow keys are.

Describe what special keys are.

Explanation

Tell the students that there are four arrow keys: the up arrow key, the down arrow key, the right arrow key, and the left arrow key. Explain what each of these keys does, as given on page 70.

Tell the students about special keys such as the Spacebar, Enter, and Backspace keys, as given on pages 70 and 71.

Check for Understanding

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

Build

7 mins

● Conduct a group discussion in the class among the students on the topic ‘Use of Backspace Key’. Correct Response: The backspace key helps us to erase mistakes while typing.

3 mins

Sum Up

● Conclude the session by summarising that there are four arrow keys: the up arrow key, the down arrow key, the right arrow key, and the left arrow key. The Spacebar key, the Enter key, and the Backspace key are some special keys on the keyboard.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Questions 1, 2, and 4

B. Identify the Keys Correctly: Question 1

C. Who Am I?: Questions 2, 3, and 4

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

E. Answer the Following: Questions 2 and 4

F. Apply Your Learning: Questions 3 and 4

4. Tiny Tech Game II

Learning Outcome

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

● perform various actions using a keyboard by playing fun-based interactive games.

WEBS at a Glance Warm Up

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

Demonstrate to the students how to play the game for which the link is provided on the panel.

Attempt the activity on the Assignment page

Action Plan

Warm Up

Conclude the concepts

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Tiny Tech Game II

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

Engage

15 mins

● Demonstrate to the students how to play the game for which the link is provided on the panel.

Check for Understanding

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

Build

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

● Explain the activity to the students.

7 mins

● Conclude the session by summarising that there are four arrow keys: the up arrow key, the down arrow key, the right arrow key, and the left arrow key. The Spacebar key, the Enter key, and the Backspace key are some special keys on the keyboard. The game of this session on the digital platform lets you type selected words on the screen using a keyboard.

7

Fun With Paint

Story Time

Story in a Nutshell…

It is the first day in Avora school! Conji, a smart young wizard, meets Mel. She is a robot who knows a lot about computers. Conji is fascinated by the watch that Mel is wearing, and it turns out to be a smartwatch (a mini-computer). Mel tells him about the different types of computers, while Conji educates Mel on the various rules of the wizards. He tells her about magical items like wands, spellbooks, and magic drinks. Mel notices that they are a lot like various computer parts. Conji teaches a few spells to Mel. However, when Mel tries to cast a spell, it doesn’t work. Conji tells Mel about being careful while casting spells, as there are a few rules that one should follow when dealing with magic. Mel learns the right way and also shares that computers have certain rules too. They begin cleaning the computer devices when Conji breaks a mouse by mistake. Scared, they ask for Elder Robot’s help to fix the mouse. He teaches them to be careful while working with computers. Grateful for his help, Mel and Conji decide to make him a ‘Thank you Card’.

Story in This Chapter…

● Mel and Conji write a ‘Thank You’ message for Elder Robot.

● But the card looks very plain and simple to Conji. He thinks of adding some shapes around the message.

● Mel suggests drawing the shapes and colours using Paint.

● Conji is unaware of Paint. Mel said that she would help him understand Paint.

This chapter is divided into the following classroom and lab sessions

1. Introduction to Paint I

Learning Outcomes

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

● describe what Paint is.

● start Paint.

● explain the different parts of the Paint window.

Keyword

Ask the students to draw their favourite fruit on a paper using a pencil.

WEBS at a Glance

Discuss what MS Paint is. Explain to them how they can start Paint. Also, get them familiar with the different parts of the Paint window.

Action Plan

Group discussion Conclude the concepts

Warm Up

● Ask the students to draw their favourite fruit on a paper using a pencil.

● Now, build the concept by telling the students that we can draw on a computer as well, using MS Paint.

● MS Paint: MS Paint or simply Paint lets us draw and colour on the computer. 15 mins

Engage

Explain the following concepts: Learning Outcomes

Describe what MS Paint is.

Start Paint.

Explain the different parts of Paint.

Tell the students that as we draw on paper using pencil and colours, we can also draw on the computer, as given on page 80.

Explain the steps to start MS Paint to the students, as given on page 80.

Tell the students about different parts of the MS Paint window, such as the title bar, drawing area, tools, etc., as given on page 81.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 7A section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

Additional Questions to Check for Understanding

Ask the students the following questions to check their understanding:

● Name the space where you draw in MS Paint.

Correct Response: Drawing area

● Which bar shows the name of your MS Paint file?

Correct Response: Title bar

Build

Tabs

Title bar Shapes

Tools

7 mins

● Conduct a group discussion in the class among the students on the topic ‘My Favourite Drawing in MS Paint’.

Possible Responses: Hut, robot, etc.

Sum Up

3 mins

● Conclude the session by summarising that MS Paint lets us draw and colour on the computer. To start MS Paint, click on the Search bar, type “Paint” in it, and click on Paint in the menu. In MS Paint, you’ll see the title bar at the top, tabs like File, Home and View, different tools, color options, and the drawing area where you can draw and colour.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Question 1

B. Tick the Correct Option: Questions 1 and 3

C. Who Am I?: Question 1

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

2. Introduction to Paint II

Learning Outcomes

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

● describe what MS Paint is.

● start Paint.

● explain the different parts of Paint.

Keyword

● MS Paint: MS Paint or simply Paint lets us draw and colour on the computer.

WEBS at a Glance Warm Up

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

Discuss what MS Paint is. Demonstrate to them how they can start Paint. Also, get them familiar with the different parts of the Paint window.

mins

Action Plan

Attempt the activity on the Assignment page

Conclude the concepts

mins

5 mins

Warm Up

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

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes Explanation

Describe what MS Paint is. Tell the students that as we draw on paper using pencil and colours, we can also draw on the computer, as given on page 80.

Start Paint.

Explain the different parts of Paint.

Demonstrate the steps to start MS Paint to the students, as given on page 80.

Tell the students about the different parts of MS Paint window, such as the title bar, drawing area, tools, etc., as given on page 81.

Check for Understanding

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

7 mins

Build

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that MS Paint lets us draw and colour on the computer. To start MS Paint, click on the Search bar, type “Paint” in it, and click on Paint in the menu. In MS Paint, you’ll see the title bar at the top, tabs like File, Home and View, different tools, color options, and the drawing area where you can draw and colour.

3. Drawing in Paint I

Learning Outcomes

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

● draw an oval.

● draw a triangle.

WEBS at a Glance

Ask the students to give examples of some objects that are oval in shape.

Discuss how to draw an oval and a triangle using the Shapes tool.

Group discussion Conclude the concepts 5 mins

mins 7 mins 3 mins

Action Plan

5 mins

Warm Up

● Ask the students to give examples of some objects that are oval in shape. Then, build on the concept by explaining how they can draw shapes using Paint.

15 mins

Engage

Explain the following concepts:

Learning Outcomes Explanation

Draw an oval. Tell the students the various steps to draw an oval, as given on page 82.

Draw a triangle. Tell the students the various steps to draw a triangle, as given on page 82.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 7B section and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses: 1. 2 2. 4 3. 2 4. 3

● Conduct a group discussion in the class among the students based on the topic, “Which is your favourite shape? Which shapes do you want to draw in Paint?” provided in the Discuss section, as mentioned on page 82.

Possible Responses: Triangle, star, diamond, etc.

Sum Up

● Conclude the session by summarising the steps to draw an oval and a triangle.

3 mins

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Question 2

C. Who Am I?: Questions 2 and 3

D. Write T for True and F for False: Question 2

E. Answer the Following: Question 3

4. Drawing in Paint II

Learning Outcomes

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

● draw an oval.

● draw a triangle.

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

Warm Up

WEBS at a Glance

Demonstrate to the students how to draw an oval and a triangle using the Shapes tool.

Attempt the activity on the Assignment page

Conclude the concepts

mins

Action Plan

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Drawing in Paint II.

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

Engage

Explain the following concepts:

Learning Outcomes Explanation

Draw an oval.

Draw a triangle.

15 mins

Demonstrate to the students the various steps to draw an oval, as given on page 82.

Demonstrate to the students the various steps to draw a triangle, as given on page 82.

Check for Understanding

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

7 mins

Build

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

● Explain the activity to the students.

Sum Up

● Conclude the session by summarising the steps to draw an oval and a triangle.

3 mins

5. Colouring in Paint and Saving a Drawing I

Learning Outcomes

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

● colour a drawing.

● save a drawing.

WEBS at a Glance Warm Up

Ask the students if they would like to colour in the drawings they have created. Ask the students how they can see the same drawing again some days later.

Describe the steps to colour and save a drawing. Group discussion Conclude the concepts

Action Plan

Warm Up

5 mins

● Ask the students if they would like to add colour to the drawings they have created. Tell them that they can make their drawings colourful by using the Fill Colour tool.

● Ask the students how they can see the same drawing again some days later. Tell them that they can do so by saving their files.

15 mins

Engage

Explain the following concepts:

Learning Outcomes Explanation

Colour a drawing. Tell the students the steps to colour a drawing, as given on page 83.

Save a drawing. Tell the students the importance of saving a drawing and then tell them the steps to save a drawing, as given on page 84.

Check for Understanding

● Read aloud the questions provided in the Do It Yourself 7C and Do It Yourself 7D sections and encourage the students to solve the questions. Instruct the students to write the answers in their book.

Correct Responses:

Do It Yourself 7C: Colour the given picture using the hints.

Do It Yourself 7D: 1. T 2. F 3. T

Build

7 mins

● Conduct a group discussion in the class among the students on the topic, “By what name should we save our drawing?”.

Possible Responses: Our name, favourite animal, superhero, etc.

Correct Response: We should give the file a name that reflects the content of the drawing.

3 mins

Sum Up

● Conclude the session by summarising that saving a file helps us open our drawing again on Paint. Also, revise with them the steps to colour and save a drawing.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Questions 3 and 4

B. Tick the Correct Option: Question 2

C. Who Am I?: Question 4

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

E. Answer the Following: Questions 1 and 2

F. Apply Your Learning: Question 1

6. Colouring in Paint and Saving a Drawing II

Learning Outcomes

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

● colour a drawing.

● save a drawing.

WEBS at a Glance Warm Up

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

Demonstrate the steps to colour and save a drawing.

Attempt the activity on the Assignment page.

Action Plan

Warm Up

Conclude the concepts

5 mins

● Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Colouring in Paint and Saving a Drawing II.

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

15 mins

Engage

Explain the following concepts:

Learning Outcomes

Colour a drawing.

Save a drawing.

Check for Understanding

Explanation

Demonstrate to the students the steps to colour a drawing, as given on page 83.

Demonstrate to the students the importance of saving a drawing, and then tell them the steps to save a drawing, as given on page 84.

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

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that saving a file helps us open our drawing again on Paint. Also, revise with them the steps to colour and save a drawing.

The World of AI

Story Time

Story in a Nutshell…

It is the first day in Avora school! Conji, a smart young wizard, meets Mel. She is a robot who knows a lot about computers. Conji is fascinated by the watch that Mel is wearing, and it turns out to be a smartwatch (a mini computer). Mel tells him about the different types of computers while Conji educates Mel on the various rules of the wizards. He tells her about magical items, like wands, spell books, and drinks. Mel notices that they are a lot like various computer parts. Conji teaches a few spells to Mel. However, when Mel tries to cast a spell, it doesn’t work. Conji tells Mel to be careful while casting spells as there are a few rules that one should follow when dealing with magic. Mel learns the right way and also shares that computers have certain rules too. They begin cleaning the computer devices when Conji breaks a mouse by mistake. Scared, they ask Elder Robot for help to fix the mouse. He teaches them to be careful while working with computers. Grateful for his help, Mel and Conji decide to make him a ‘Thank You Card’.

This chapter is divided into the following classroom and lab sessions

1. Introduction to Robots

2. Tiny Tech AI Game

3. Introduction to AI

1. Introduction to Robots

Learning Outcomes

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

● describe what a robot is.

● discuss what a robot can do.

Keyword

● Robot: A robot is a machine that can do things on its own.

WEBS at a Glance Warm Up

Ask the students about the types of toys they play with. Also, ask them if they have ever played with toys that look like humans.

Explain to the students what a robot is. Also, explain to them what a robot can do.

Action Plan

Group discussion

Warm Up

● Ask the students about the types of toys they play with.

● Also, ask them if they have ever played with toys that look like humans.

● Tell them that some toys can walk on their own. Sometimes, they can talk too. These are called ‘robots’.

Engage

Explain the following concepts:

Learning Outcomes

Explanation

Describe what a robot is. Tell the students that a robot is a machine that can do things on its own, as given on page 90.

Discuss what a robot can do.

Tell the students that some robots can move around, help with cleaning, talk to us, etc., as given on page 90.

Check for Understanding

Ask the following questions to the students to check their understanding:

● What do you call a machine that can do things on its own?

Correct Response: Robot

● Can some robots look like animals?

Possible Responses: Yes/No

Correct Response: Yes

Build

7 mins

● Conduct a group discussion in the class among the students on the topic ‘Things that a robot can do’.

Possible Responses: Some robots can move around, pick things up, help with cleaning, talk to us, etc.

3 mins

Sum Up

● Conclude the session by summarising that a robot is a machine that can do things on its own. Some robots can move around, pick things up, help with cleaning, talk to us, etc.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Who Am I?: Question 1

B. Write T for True and F for False: Questions 1, 2, and 3

C. Answer the Following: Questions 1 and 2

2. Tiny Tech AI Game

Learning Outcome

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

● describe AI by learning through playing fun and interactive AI games.

Keyword

● Artificial Intelligence: The human-made intelligence that machines have is called AI.

WEBS at a Glance

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

Demonstrate to the students how to play the game for which the link is provided on the panel.

Action Plan

Warm Up

Attempt the activity on the Assignment page.

Conclude the concepts

5 mins

Instruct the students to go to the Tekie’s Digital platform and open a Lab session on Tiny Tech AI Game

Show the learning slides one by one and discuss the concepts shown on the slides in the panel. 15 mins Engage

Demonstrate to the students how to play the game for which the link is provided on the panel.

Check for Understanding

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

7 mins

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that AI makes machines intelligent. The type of intelligence that machines possess is human-made intelligence called Artificial Intelligence. The AI game of this session on the digital platform allows you to start drawing an object, and when you stop drawing further, the AI game guesses the rest of your drawing and continues drawing where you left off.

3. Introduction to AI

Learning Outcome

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

● describe what Artificial Intelligence (AI) is.

Keyword

● AI: The human-made intelligence that machines have is called AI.

WEBS at a Glance

Ask the students about the things that both humans and machines can do.

Explain to the students what Artificial Intelligence is. Group discussion

Conclude the concepts

Action Plan

Warm Up

● Ask the students to give examples of things that both humans and machines can do.

5 mins

● Ask the students what makes humans intelligent. Tell them that humans can do things they are told to do. They can even do things on their own. This makes them intelligent.

● Tell them that some machines can do these things that humans can. They can talk to us and solve problems for us. This makes machines intelligent too.

Explain the following concepts: Learning Outcome Explanation

Describe what Artificial Intelligence (AI) is.

Tell the students that machines are intelligent since they can do many things that humans can. Also, the type of intelligence that they possess is human-made. This human-made intelligence is called artificial intelligence, or AI, as given on pages 90 and 91. 15 mins Engage

Check for Understanding

Ask the following questions to the students to check their understanding:

● What is the full-form of AI?

Correct Response: Artificial Intelligence

● Does AI help robots talk to us?

Possible Responses: Yes/No

Correct Response: Yes

● Can machines solve problems for us?

Possible Responses: Yes/No

Correct Response: Yes

Build

● Conduct a group discussion in the class among the students on the topic ‘AI helps robots’.

7 mins

Possible Responses: AI helps some robots walk on their own. AI also helps some robots to talk to us.

3 mins

Sum Up

● Conclude the session by summarising that robots work on artificial intelligence, or AI. Like humans, machines are intelligent too. The type of intelligence that machines have is human-made. This human-made intelligence is called artificial intelligence, or AI.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Who Am I?: Question 2

B. Write T for True and F for False: Question 4

C. Answer the Following: Questions 3 and 4

Block Coding I

Introduction to Coding 1

This chapter is divided into the following classroom sessions

1. What is Coding?

2. Block-based Coding

1. What is Coding?

Learning Outcome

3. Problem Solving: Example 1

4. Problem Solving: Example 2

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

● describe what coding is.

Keyword

● Coding: Coding is a language used to give instructions to a computer.

WEBS at a Glance

Ask the students whether they like to solve the puzzles. Explain to the students what coding is.

Warm Up Action Plan

● Ask the students if they like solving puzzles. Tell them, just like solving a puzzle, coding is putting the right instructions in the right order to tell the computer what to do. Then, connect this concept to define coding.

Explain the following concepts:

Learning Outcome

Explanation

Describe what coding is. Tell the students that a computer does not understand human languages. That is why we need to learn coding so that we can tell computers what to do, as given on page 1.

Check for Understanding

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

● Computers are smart, but they need instructions. Can you talk to a computer in any language? Do you think it will listen to you?

Possible Responses: Yes/No

Explanation: No. The computer does not understand all the languages. It will only understand our instructions if we use a language that the computer understands.

● How would learning coding help us?

Possible Response: Learning coding will help us to understand problems, think of solutions, make a computer do a task, and solve a question in many ways.

● Conduct a group discussion in the class among the students on the topic, ”How can you solve any puzzle?”.

Possible Responses: Sort by colour, trial and error method, looking at the solved picture, etc.

● Conclude the session by summarising that a computer is a machine. It does not understand human language. So, we use coding to tell the computer what to do.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Question 3

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

E. Answer the Following: Question 2

2. Block-based Coding

Learning Outcome

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

● explain block-based coding.

Keyword

● Block-based coding: Block-based coding is a visual computer language that uses colourful blocks.

WEBS at a Glance

Ask the students if they have ever played with Lego or physical colourful blocks.

Explain to the students what block-based coding is.

Conduct the “Build a House” scenario Activity

Action Plan

Warm Up

Conclude the concepts

Ask the students if they have ever played with Lego or physical colourful blocks.

5 mins

Explain to them that, just like connecting the Lego blocks with each other, we need to arrange the blocks in a sequence in block-based coding.

15 mins

Engage

Explain the following concept:

Learning Outcome

Explanation

Explain block-based coding. Tell the students that block-based coding is a visual computer language that uses colourful blocks, as given on page 2.

Check for Understanding

● Consider that you are playing with Lego. What will you need to play?

Possible Responses: Blocks, boxes, shapes

● How will you make the shape of “number 1” with blocks?

Possible Response: I will join 1 block above the other until the desired shape is created.

Build

Cut out one triangle and three rectangles of different sizes using colourful papers.

7 mins

● Present the scenario: Consider these shapes as blocks. Now, build a house using these shapes.

1. Allow some time for the kids to do this activity.

2. Now, similarly ask the students to make a tree using rectangle and oval shape cutouts. Make a sun using oval shape cutout using colourful papers.

3 mins

Sum Up

● Conclude the session by summarising that in block-based coding, we join blocks just like Lego.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Question 2

B. Tick the Correct Option: Question 2

D. Write T for True and F for False: Question 3

E. Answer the Following: Question 3

3. Problem Solving: Example 1

Learning Outcome

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

● solve the given problem.

Keyword

● Problem: A problem is something that we need to solve.

WEBS at a Glance

Give some puzzle pieces to the students to solve and ask them how they have solved them.

Discuss the given problem. Group discussion Conclude the concepts

Action Plan

5 mins

Warm Up

● Give some puzzle pieces to the students to solve, and ask them how they have solved them. Then, relate them to the concept of problem solving.

Note: The teacher can ask the students to bring any puzzle pieces/paper cutouts from home for this activity.

Engage

Explain the following concepts:

15 mins

Solve the given problem. Explain to the students the problem of ‘Finding Your Friend’s House’ given on page number 2 and give them hints on how to solve it.

Check for Understanding

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

Correct Response:

Build

7 mins

● Conduct a group discussion in the class among the students based on the topic ‘What are the different ways to solve a problem?’.

Possible Responses: Breaking down a problem into small steps, identifying the pattern, etc.

Sum Up

● Conclude the session by summarising that a problem is something that we need to solve.

3 mins

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Question 1

B. Tick the Correct Option: Question 1

E. Answer the Following: Question 1

4. Problem Solving: Example 2

Learning Outcome

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

● solve a given problem.

Keyword

● Problem: A problem is something that we need to solve.

Ask the students the steps to get ready for school. Discuss the given example. Group discussion Conclude the concepts

Action Plan

5 mins

Warm Up

● Ask the students what steps they follow to get ready for the school.

Explain the following concepts:

Solve a given problem. Discuss the given example with the students to tie shoelaces, as given on page 3.

Check for Understanding

● Complete the grid:

Note: The teacher can draw this pattern on the board and ask the students to solve it.

7 mins

● Conduct a group discussion in the class among the students on the topic ’What to do when you can’t find your things?’.

Possible Response: Ask my mom or dad for help, look in all the places where I usually play, wait for some time, and look again later.

3 mins

Sum Up

● Conclude the session by summarising that a problem is something that we need to solve.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

C. Who Am I?: Questions 1 to 5

F. Apply Your Learning: Questions 1 and 2

Exploring Code.org 2

This chapter is divided into the following classroom and lab sessions

1. Exploring Code.org

2. Puzzle 1

1. Exploring Code.org

3. Puzzle 2

4. Coding Challenge

Learning Outcomes

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

● describe what Code.org is.

● describe parts of the Puzzle Code Studio.

Keywords

● Code.org: Code.org is an educational platform to learn coding in a fun and engaging way.

● Play Area: The play area is where the program will run. It is on the left side of the screen.

● Toolbox: The toolbox is the area that holds all the blocks needed to solve the puzzles.

● Workspace: The workspace is the area where we drag the blocks from the toolbox to code.

● Instruction Area: The instruction area holds the instructions to solve a puzzle.

WEBS at a Glance

Ask the students whether they like to solve puzzles.

Action Plan

Warm Up

5 mins

● Ask the students if they like to solve puzzles. Then, tell them that they can solve puzzles on the computer by using Code.org.

Explain the following concepts:

Learning Outcomes

Explanation

Describe Code.org. Tell the students that we can solve and practice various puzzles using the Code.org platform. Also, tell them that Code.org is an educational platform to learn coding in a fun and engaging way, as given on page 9.

Describe parts of the Puzzle Code Studio.

Explain the various parts of the Puzzle Code Studio interface, such as the play area, toolbox, workspace, and instruction area, as given on page 10.

Check for Understanding

Ask the following questions to the students to check their understanding:

● How would learning about Code.org platform help us?

Correct Response: Learning about Code.org platform will help us to solve puzzles easily.

● Conduct a group discussion in the class among the students based on the topic ‘What is the purpose of the workspace?’.

Correct Response: The workspace is the area where we drag the blocks from the toolbox to code.

3 mins

7 mins Sum Up

● Conclude the session by summarising that Code.org is an educational platform to learn coding in a fun and engaging way. Also, mention the different parts of the puzzle code studio, such as play area, toolbox, workspace, and instruction area.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Questions 1, 2, 3, and 4

C. Who am I?: Questions 1, 2, 3, and 4

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

E. Answer the Following: Questions 1 and 2

2. Puzzle 1

Learning Outcome

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

● solve the given puzzle.

WEBS at a Glance

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

Discuss the given puzzle problem. Attempt the activity on the Assignment page.

Conclude the concepts

mins

Action Plan

Warm Up

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

5 mins

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

15 mins

Engage

Explain the following concepts:

Learning Outcome Explanation

Solve the given puzzle. Tell the students that they need to drag and drop the partial block picture to complete the puzzle picture. Demonstrate the steps to solve the puzzle, as given on page 11.

Check for Understanding

Ask the following questions to the students to check their understanding:

● What will you do to move the puzzle block?

Possible Responses: Drag and drop.

● Where do we need to put the puzzle block?

Possible Responses: On the shaded region.

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that we need to drag and drop the puzzle block to complete the puzzle.

● Assign the following question from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

B. Tick the Correct Option: Question 1

3. Puzzle 2

Learning Outcomes

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

● describe what a puzzle is.

● solve a puzzle.

Keyword

● Puzzle: Puzzle is a game where you put pieces together to make a picture.

WEBS at a Glance

Ask the students whether they have solved puzzles given in the newspapers, books, etc.

Describe what a puzzle is. Explain how to solve a puzzle. Group discussion Conclude the concepts

mins 3 mins

Warm Up

Action Plan

5 mins

● Ask the students whether they have solved puzzles given in the newspapers, books, etc. Then, relate the concept to solving puzzles in Code.org.

Engage

Explain the following concepts:

Describe what a puzzle is.

Solve a puzzle.

Tell the students that a puzzle is a game to join the pieces for a complete picture, as given on page 12.

15 mins

Explain to the students that to solve a puzzle, we need to observe it first and then place the missing parts by dragging and joining them together, as given on page 12.

Check for Understanding

Ask the following questions to the students to check their understanding:

● What is meant by joining pieces together to complete a picture?

Possible Response: Puzzle

● How do you check whether a puzzle is completed?

Possible Responses: When the puzzle is completed, a sound will be played.

Build

7 mins

● Conduct a group discussion in the class among the students based on the topic ‘What do you need to do before solving a puzzle?’

Correct Response: We need to observe the puzzle first before solving it.

3 mins

Sum Up

● Conclude the session by summarising that a puzzle can be solved by observing it and then placing the pieces together to complete the puzzle.

● Assign the following question from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

B. Tick the Correct Option: Question 2

4. Coding Challenge

Learning Outcome

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

● solve the given coding challenge.

WEBS at a Glance

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

Discuss the given puzzle problem. Attempt the activity on the Assignment page.

Conclude the concepts 5 mins

mins

Action Plan

5 mins

Warm Up

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

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

15 mins

Engage

Explain the following concept: Learning Outcome Explanation

Solve the coding challenge. Demonstrate to the students how to solve the given coding challenge, as given on page 13. Then, ask the students to solve it.

Check for Understanding

Ask the following question to the students to check their understanding:

● Can we rearrange the blocks while placing them to complete the puzzle?

Possible Responses: Yes/ No

Correct Response: Yes, we can rearrange the blocks in a puzzle to complete it.

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that we need to drag and drop the puzzle blocks to complete the given coding challenge.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

F. Apply Your Learning: Questions 1 and 2

Command and Sequence 3

This chapter is divided into the following classroom and lab sessions

1.

2. Command II

3. Sequence I

1. Command I

Learning Outcomes

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

● describe a command.

● describe various types of command blocks.

Keyword

● Command: Command is the instruction given to a computer to complete a task.

WEBS at a Glance

Instruct the students to touch their eyes, nose, and ears. Play this game and the one who touches correctly will be the winner.

the various types of command blocks.

Warm Up Action Plan

● Play a game of instructions where you ask the students to touch their nose, eyes, and ears, and the one who touches correctly will be the winner. Now, relate this concept of giving commands to the students to the commands concept in the computer.

Explain the following concepts:

Learning Outcomes

Explanation

Describe a command. Tell the students that instructions which we provide are called commands, as given on page 17.

Describe various types of command blocks.

Check for Understanding

Explain the purpose of various types of command blocks, such as east, west, north, and south, as given on page 17.

● Read aloud the questions provided in the Do It Yourself 3A section and encourage the students to solve the questions. Instruct the students to solve the answers in their book.

Correct Response: Option a

Build 7 mins

● Conduct a group discussion in the class among the students based on the topic ‘Where do we use command blocks?’

Correct Response: We use command blocks to give instructions to the computer.

Sum Up

3 mins

● Conclude the session by summarising that instructions given to a computer are known as commands and we have four types of command blocks, such as east, west, north and south.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Question 1

D. Write T for True and F for False: Question 3

E. Answer the Following: Question 1

2. Command II

Learning Outcome

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

● solve angry-bird puzzles.

Keywords

● Run button: The Run button allows you to run the code in the workspace.

● Reset button: The Reset button allows you to reset the workspace.

WEBS at a Glance

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

Discuss the given angry bird puzzle.

Attempt the activity on the Assignment page.

Action Plan

Warm Up

Conclude the concepts

5 mins

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

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

Engage

Explain the following concepts:

15 mins

Solve angry-bird puzzles. Describe the activity as given on pages 17 and 18 to the students and demonstrate how to arrange the command blocks to solve the puzzle. Also, explain the purpose of the Run and Reset buttons.

Check for Understanding

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

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that we use different command blocks to solve the given angry bird puzzle. Also, revise that the Run button is used to run the code and the Reset button is used to reset the workspace, respectively.

3. Sequence I

Learning Outcomes

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

● describe a sequence.

● describe the types of sequence.

Keywords

● Sequence: When we give more than one command in order, it is called a Sequence.

● Fixed Sequence: In a fixed sequence, there is only one way to do the task.

● Flexible Sequence: In a flexible sequence, there can be more than one way to do the task.

WEBS at a Glance

Discuss with the students the process of growing a plant.

Describe a sequence.

Describe the types of sequence. Group discussion Conclude the concepts

Warm Up

Action Plan

● Discuss with the students the process of growing a plant.

5 mins

Correct Response: Dig the soil, insert a seed, water the seed, make sure to place it in an area that receives sufficient sunlight, seed will sprout slowly, the plant will start to flower, that flower will convert into a fruit and the fruit will grow.

Engage

Explain the following concepts:

Describe a sequence.

Describe the types of sequence.

15 mins

Describe the concept of a sequence to the students that when we give more than one command in an order, it is called a sequence. Also, give an example of how a seed becomes a plant by following the sequence of steps, as given on page 19.

Discuss the various types of sequence, such as fixed and flexible, with the students. Explain both types by giving examples, as given on page 20.

Check for Understanding

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

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

Build

7 mins

● Conduct a group discussion in the class among the students based on the topic ‘What steps do you follow to get ready for school?’

Possible Responses: Brush our teeth, rinse the mouth, take a bath, have a breakfast, pack our bags, and go to school.

3 mins

Sum Up

● Conclude the session by summarising that a set of commands given more than once is called a sequence. Also, we have two types of sequences: fixed and flexible. In a fixed sequence we only have one way to do a task. In a flexible sequence, we have more than one way to do a task.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

A. Fill in the Blanks: Questions 2 and 3

C. Who Am I?: Question 1

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

E. Answer the Following: Questions 2 and 3

4. Sequence II

Learning Outcome

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

● differentiate between fixed and flexible sequence.

WEBS at a Glance

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

Discuss the difference between the two types of sequences, fixed and flexible.

Attempt the activity on the Assignment page.

Conclude the concepts

Action Plan

Warm Up

5 mins

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

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

15 mins

Engage

Explain the following concept: Learning Outcome Explanation

Differentiate between fixed and flexible sequence. Explain the difference between the fixed and flexible sequence with the help of the examples, as given on page 20.

Check for Understanding

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

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that we have two types of sequence: fixed and flexible. In fixed sequence, we only have one way to do a task. In flexible sequence, we have more than one way to do a task.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

B. Tick the Correct Option: Questions 1 and 2

5. Coding Challenge I

Learning Outcome

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

● solve the given coding challenge.

WEBS at a Glance

Now that the students have understood the concept of fixed and flexible sequences, ask them to solve a few puzzles.

Discuss the given coding challenge with the students and explain how to solve it. Group discussion Conclude the concepts

Action Plan

5 mins

Warm Up

● Now that the students have understood the concept of fixed and flexible sequences, ask them to solve a few puzzles. You can give the puzzles from old magazines or newspapers.

Engage

Explain the following concepts:

Learning Outcome

Solve the given coding challenge.

15 mins

Explanation

Discuss the given coding challenge with the students, as given on page 21. Tell them that the given example is that of a flexible sequence.

Check for Understanding

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

1. Which sequence helps us to do the task in one way?

Possible Response: Fixed/Flexible sequence

Correct Response: Fixed Sequence

2. Your mother gives you three commands in an order. Let’s guess the name of it.

Correct Response: Sequence

Build

7 mins

● Conduct a group discussion in the class among the students based on the topic ‘What happens when we use some extra blocks mistakenly?’

Possible Response: The code doesn’t run in the way we want it to.

Sum Up

3 mins

● Conclude the session by summarising that in some situations we can have multiple ways to solve the given problem.

● Assign the following questions from the Chapter Checkup given at the end of the chapter as to attempt in the classroom.

F. Apply Your Learning: Questions 1 and 2

6. Coding Challenge II

Learning Outcome

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

● solve the coding challenge.

WEBS at a Glance

Warm Up Engage Build Sum Up

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

Discuss the given coding challenge with the students and explain how to solve it.

Attempt the activity on the Assignment page.

Conclude the concepts

Action Plan

Warm Up

5 mins

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

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

15 mins

Engage

Explain the following concept:

Learning Outcome Explanation

Solve the given coding challenge.

Check for Understanding

Discuss the given coding challenge with the students, as given on page 21. Tell them there are multiple ways to solve it, which is an example of a flexible sequence.

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

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

● Explain the activity to the students.

Sum Up

3 mins

● Conclude the session by summarising that we can have one or multiple ways to solve the given problem.

● Assign the following questions from the Chapter Checkup given at the end of the chapter to attempt in the classroom.

F. Apply Your Learning: Questions 3 and 4

Answer Key

Chapter-1 Computer—A Machine

Chapter Checkup

A. Fill in the Blanks.

1. machine 2. games 3. mistakes 4. laptop

B. Tick () the Correct Option.

1. b Car and d. Scissors

2. c Blender

3. a. Play a game and c. Draw

C. Who Am I?

D. Write T for True and F for False.

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

E. Answer the Following.

1. Trees, animals, mountains, rivers, and flowers

2. Machines are human-made things that make our work faster and easier. A computer and a refrigerator are two machines that work on electricity.

3. a. Computers do not make mistakes. b. The computer never gets tired.

4. A laptop is smaller than a desktop. It can be folded and carried easily.

F. Apply Your Learning.

1. Microwave

2. Laptop

3. Torch, sewing machine, and clock

Chapter-2 Uses of a Computer

Chapter Checkup

A. Fill in the Blanks.

1. games 2. friends 3. hospital 4. bills

B. Tick () the Correct Option.

1. b. Playing field

2. b. Video Calling

C. Who Am I?

1. Airport 2. Restaurant 3. Hospital

D. Write T for True and F for False.

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

E. Answer the Following.

1. We can draw and colour, learn new things, and send emails and messages on a computer.

2. Computers can be used at offices to do important work and send messages.

F. Apply Your Learning.

1. A computer can help Rina order and pay for food in a restaurant.

2. Manu can keep information of patients in a hospital.

3. Geeta can use a computer to listen to music and record music.

Chapter-3 Parts of a Computer

Chapter Checkup

A. Fill in the Blanks.

1. monitor 2. mouse 3. CPU 4. input

Answer Key

B. Tick () the Correct Option.

1.

2.

C. Who Am I?

1. Keyboard 2. CPU 3. Monitor

D. Write T for True and F for False.

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

E. Answer the Following.

1. Input devices help us tell the computer what to do.

2. The names of two storage devices used in a computer are a pen drive and a memory card.

3. A monitor is an important part of a computer because it shows what we write on a computer.

F. Apply Your Learning.

1. Shyam must use a mouse to select five pictures of his friends on a computer.

2. Sara is using a monitor to watch a video.

3. A printer can help print a card on paper.

Chapter-4 Using a Computer

Chapter Checkup

A. Fill in the Blanks.

1. Shut down 2. Electricity 3. Machine 4. Don’t 5. CPU

B. Tick () the Correct Option.

1. a. Switch the main power button on

2. a. Computer may get damaged

3. b. Clean and dry cloth

C. Who Am I?

1. CPU 2. Wires 3. Start 4. Keyboard

D. Write T for True and F for False.

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

E. Answer the Following.

1. We can switch the computer on by doing these steps:

i. Switch the main power button on.

ii. Press the ON button on the CPU.

iii. Press the Power button on the monitor.

4 What do we have in between the buttons of the computer mouse?

4 What do we have in between the buttons of the computer mouse?

5 Which button opens a pop-up menu on the screen?

5.

5 Which button opens a pop-up menu on the screen?

C. Who Am I?

1. Mouse 2. Middle finger 3. Scroll wheel 4. Index finger 5. Mouse Pointer

D. Write T for True and F for False.

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

E. Answer the Following.

1. A computer mouse is a pointing device that is used to point on the computer screen.

1:08:09 PM

1:08:09 PM

2. The Mouse Pointer is the small arrow that moves on the computer screen when you move the mouse.

3. A computer mouse has two buttons.

4. The left button on the mouse opens a file with a double click.

5. The mouse has a scroll wheel to help you move up and down on the screen.

F. Apply Your Learning.

1. The middle finger is used to click the right button on the mouse.

2. The palm is kept on the body of the mouse.

3. The scroll wheel is the part of the mouse used for scrolling.

4. The index finger is used to click the left button on the mouse.

5. The right button on the mouse pops up the menu on the screen.

Chapter-6 Using a Keyboard

Chapter Checkup

A. Fill in the Blanks.

1. Up 2. Spacebar 3. Keyboard 4. Enter 5. Number

B. Identify the Keys Correctly.

C. Who Am I?

1. Keyboard 2. Backspace Key 3. Enter Key 4. Spacebar Key 5. Cursor

D. Write T for True and F for False.

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

E. Answer the Following.

1. We use the keys on the keyboard to type what we want.

2. The arrow keys help us to move the cursor up, down, left or right.

3. The number keys help us type the numbers.

4. The Spacebar key helps us to add a space between the two words.

5. The alphabet keys help us to type the words and sentences on a computer.

F. Apply Your Learning.

1. Charlie can use the alphabet keys to type a letter.

2. Sanchit can use the number keys to type his father’s mobile number on the computer.

3. Sara can use the backspace key to correct her mistake.

4. Gurung can use the Enter key to take the cursor to the next line.

Chapter-7 Fun With Paint

Chapter Checkup

A. Fill in the Blanks.

1. Paint 2. Oval 3. Fill 4. Saving

B. Tick () the Correct Option.

1. c. Drawing Area 2. a. Home 3. d. Title Bar

C. Who Am I?

1. Drawing Area 2. Circle 3. Left mouse button 4. Save option

D. Write T for True and F for False.

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

E. Answer the Following.

1. The Fill colour tool helps us colour our shapes.

2. Click on File > Save > Save As. Type a name in the File name box and click on the Save button.

3. To draw a triangle, we need to select the triangle shape. And to draw a circle, we need to select the oval shape.

F. Apply Your Learning.

Do it yourself

Chapter-8 The World of AI

Chapter Checkup

A. Who Am I?

1. Robot 2. Artificial Intelligence (AI)

B. Write T for True and F for False.

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

C. Answer the Following.

1. A robot is a machine that can do things on its own.

2. Two things that robots can do are:

i. They can help with cleaning.

ii. They can talk to us.

Answer Key

3. Human-made intelligence is called Artificial Intelligence or AI.

4. AI helps some robots to walk on their own. AI helps some robots to talk to us. They can also solve problems for us.

Block Coding I

Chapter-1 Introduction to Coding

Chapter Checkup

A. Fill in the Blanks.

1. Solved 2. Blocks 3. Computer

B. Tick () the Correct Option.

C. Who Am I?

D. Write T for True and F for False.

1. T 2. F 3. T

E. Answer the Following.

1. A problem is something that we need to solve.

2. Coding is the language that is used to give instructions to a computer.

3. Block-based coding is a visual computer language that uses colourful blocks.

F. Apply Your Learning.

1. Correct path is number 4. 2. Do it yourself

Chapter-2 Exploring Code.org

Chapter Checkup

A. Fill in the Blanks.

1. Run 2. Blocks 3. Workspace 4. Instructions

B. Tick () the Correct Option.

C. Who Am I?

D. Write T for True and F for False.

1. F 2. F 3. T

E. Answer the Following.

1. The two parts of the Puzzle Code Studio are the play area and the toolbox.

2. The part of the Puzzle Code Studio where programs run is called the play area.

F. Apply Your Learning.

1.

2.

Chapter-3 Command and Sequence

Chapter Checkup

A. Fill in the Blanks.

1. Instructions 2. Sequence 3. Fixed

B. Tick () the Correct Option. 1.

C. Who Am I?

1. Do It Yourself

D. Write T for True and F for False.

1. F 2. F 3. F

E. Answer the Following.

1. In coding, the instructions we give to a computer to do something are called commands.

2. When we give more than one command in order, it is called a sequence.

3. The different types of sequences are fixed and flexible.

F. Apply Your Learning. 1.

2.

About the Book

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

W E

S Warm Up Engage Build Sum Up ‘WEBS’ Framework

B

Special Features

• Sharp Lesson Planning: Each lesson plan focuses on specific sub-learning outcomes within a chapter and are designed for delivery within the stipulated class or lab time.

• Real-life and Application-based Questions: Additional questions that link Computer Science to real-life contexts and assist teachers to develop learners’ conceptual understanding and application skills.

• Support and Detailed Solutions: In-depth solutions for in-class and post-class activities to reinforce learning.

About Uolo

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