Old_ICSE_Computer Science_G2_Teacher Manual

Teacher Manual

Grade 2

COMPUTER SCIENCE

1.

2.

2.

THE AVORA ADVENTURES

Computer an Electronic Device 1

Story Time

Note: Use the following points to prepare for the session beforehand. Avoid reading the points in class.

In the Previous Grade…

● Wizards and robots used magic and technology to build a planet named Avora.

● Junior wizard Conji and junior robot Mel promised to share their knowledge of computers and magic with each other.

● Lord Ero, the dark lord, didn’t want robots to learn magic.

● Lord Ero froze the entire robot-kind by casting a spell.

● Mel and Conji saved robots using MS Paint and a special spell.

In this Chapter…

● Conji sees a dragon coming towards him while flying on his broom.

● The dragon is not real. It is Mel who is playing this shadow prank on him.

● Conji advises Mel to be cautious when using magic.

● Mel and Conji reach their classroom and play a quiz on computers.

The content covered in this chapter is aligned with the following CSTA Standard

● 1A-CS–02 Computing Systems

This chapter is divided into the following classroom sessions

1. Introduction to Computers

2. Advantages of a Computer

3. Disadvantages of a Computer 4. The IPO Cycle I

5. The IPO Cycle II

1. Introduction to Computers

Objectives

In this session, students will learn about –

● Computers

● Uses of Computers

Keywords

● Computer: machine that makes our life easy

WEBS at a Glance

Action Plan

● Recap the story covered in the previous grade.

● Say: Let’s learn how the story moves ahead.

● Read the story aloud from Page 1 to Page 4

● Say: Let me explain about computers and their uses.

CS Concepts Explain

Computer

Uses of a Computer

As given in Panel 1 on Page 5

As given in Panel 2 on Page 5 to Panel 2 on Page 6

● Present the scenario: Consider you are listening to music online.

● Discuss:

■ What do we use to shop online on a device?

Possible Responses: Apps; Internet

■ How do you search for a particular song?

Possible Responses: By typing the name of the song or using mic

■ Where will you see the song you searched for?

Possible Responses: Screen; Monitor

■ Name an app you can use to listen to music online.

Possible Responses: Gaana; Spotify; Youtube; Amazon Music; Jio Saavan

● Conduct Fill up! section on Page 13:

■ Say: Conji is confused and needs our help to answer the questions below.

■ Read Q1 aloud

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Fill in the answers in your books.

● Conduct DIY – Fill up! section on Page 16:

■ Say: Let’s practise more to revise what we have learned.

■ Read Across - Q4 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Fill in the answers in your books.

● Conclude: Today, we learned about computers and their uses.

● Ask the following probing questions:

■ What can you do using the Internet on a computer?

Possible Responses: Playing games; Shopping; Listening to music

■ When can you use a computer mouse?

Possible Responses: Playing games; Drawing on MS Paint; Opening a file or application

2. Advantages of a Computer

Objectives

In this session, students will learn about –

● Advantages of a Computer

Keywords

● Calculations: solving maths problems

● Automation: making machines run by a computer

● Storage: space to store information online or on a computer

● Presentation: presenting information with multimedia (images and videos)

WEBS at a Glance

Revise the story Recall the uses of a computer

Discuss about the advantages of a computer

Fill up! – Q2, 4 Tick the correct answer! –Q2, 3, 4 DIY: Fun Time!

Conclude the concepts Assign

● Recap the story and uses of computers covered in the previous session.

● Say: Let me explain the advantages of computers.

CS Concepts Explain

Advantages of Computers (Calculation and Speed, Automation, Storage, Teaching and Learning, Presentation)

As given Panel 1 on Page 7 to Panel 1 on Page 8

● Present the scenario: Consider that you are going on a drive in a car with your family.

● Discuss:

■ What part of the car do you think is running on its own or by pressing buttons?

Possible Responses: Lights; Wipers

■ How do you listen to songs in the car?

Possible Responses: By using the radio or stereo

■ Do you think the radio is also running because of the computer?

Possible Responses: Yes or No

Build 10 min

● Conduct the sections on Page 13:

■ Say: Let’s help Mel and Conji answer some questions.

■ Read Fill up! - Q2 and 4 one by one.

■ Invite some students to share responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the answers in your books.

● Conduct Tick the correct answer! section on Page 15:

■ Read Q2, 3 and 4 aloud, one by one.

■ Invite some students to share responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the answers in your books.

Note

If time permits, conduct Q3 from Fill up! and Q1 from Find the truth! or assign it as homework.

Sum-Up

● Conclude: Today, we learned about the advantages of computers.

● Ask the following probing questions:

■ Name an advantage of computers.

Possible Responses: Automation; Study; Presentation

■ Name a machine.

Possible Responses: Washing machine; AC; Car

● Assign the following from DIY as homework:

■ Fun Time! (Colouring Only) - Page 17

5 min

3. Disadvantages of a Computer

Objectives

In this session, students will learn about –

● Disadvantages of a Computer

Keywords

● Computer Virus: makes a computer stop working properly

● Cybercrime: stealing of data from computers

WEBS at a Glance

Revise the story

Recall the advantages of a computer

Read the story aloud

Discuss disadvantages of a computer

Find the truth! - Q4, 5 Answer in one line! - Q1, 4

Conclude the concepts

● Recap the story covered in the previous session.

● Recall the advantages of computers.

● Read aloud the story in panel 2 on Page 8.

● Say: Let me explain about the disadvantages of computers.

CS Concepts Explain

Disadvantages of a Computer (Impact on the Environment, Impact on Health, Computer Virus, Cybercrime)

As shown in Panel 3, 4 on Page 8 and Panel 1, 2 on Page 9 Read aloud the words “computer virus” and “cybercrime”. Instruct students to repeat these words after you.

● Present the scenario: Consider you are taking online classes on your computer.

● Discuss:

■ What should you do to take care of your health?

Possible Responses: Take breaks; Go for a walk; Stretch for 5 minutes; Take screen-off time

■ What will happen to the computer when it has been used for a long time?

Possible Responses: Slow down; Stop working; Shutdown; Hang

■ What should you do if someone asks for your private information online?

Possible Responses: I will not give; Inform my parents or guardian

● Conduct Find the truth! section on Page 13:

■ Say: Let’s help Conji identify whether the statements given are true or not.

■ Read aloud Q4, 5 one by one.

10 min

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Write answers in your books.

● Conduct Answer in one line! section on Page 15:

■ Say: Let’s practise more questions.

■ Read Q1, 4 aloud, one by one.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write answers in your books.

Note

● If time permits, instruct students to attempt DIY - Fill up! - Across - Q6 and 7 and Down - Q3 or take them in the next session.

5 min

● Conclude: Today, we learned about the disadvantages of computers.

● Ask the following probing questions:

■ Name a disadvantage of computers.

Possible Responses: Pollution; Health issues

■ Where do you see people using computers around you?

Possible Responses: At Home; School; Pharmacy; Malls

4. The IPO Cycle I

Objectives

In this session, students will learn about –

● IPO (Input, Process and Output) Cycle

Keywords

● IPO Cycle: a cycle describing how a computer works

● Input: letters, numbers, symbols we enter using a mouse or keyboard

● Process: applying operations on the input given to get a final result

● Output: the final result we see on the monitor or printed on paper

WEBS at a Glance

● Recap the story covered in the previous session.

● Recall the disadvantages of computers.

● Read aloud the story from Panel 3 on Page 9 to Panel 2 on Page 10

● Say: Let me explain about the IPO cycle of a computer.

CS Concepts Explain

IPO Cycle of a Computer

Input

Process

As given in panel 2 on Page 10

As given in Panel 3 on Page 10

As given in panel 1 on Page 11

Output As given in panel 1 on Page 11

● Say: To better understand the IPO cycle of a computer, let us take an example of our body. (Refer to the example given in Panel 4 on Page 11.)

● Present the scenario: Consider you are calculating something on a calculator.

● Discuss:

■ What will be your input in the calculator?

Possible Responses: Numbers; Digits; Operation + - =

■ What will the calculator do with the given input?

Possible Responses: Process; Addition; Subtraction; Division; Multiplication; Solving the given maths expression/problem

Explanation: The calculator will process the input by applying the given operation to the given input such as addition, multiplication, subtraction or division.

■ What will be the output?

Possible Responses: Result of the calculation; Solution; Answer

■ Where will you see the output after calculation?

Possible Responses: Calculator screen; Answer Bar; Calculator Display

■ Say: Correct! But, we call it Calculator Display.

● Conduct Fill up! section on Page 13:

■ Say: Let’s help Conji answer Q5.

■ Read aloud Q5

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Fill in the final answer in your books.

● Conduct Find the truth! section on Page 13:

■ Say: Let’s help Conji identify if the statements given are true or false.

■ Read aloud Q2 and 3 one by one.

■ Invite some students to share their answers and others to validate their peer answers.

■ Instruct: Write the final answers in your books.

● Conduct Tick the correct answer! section on Page 15:

■ Say: Let’s practise some more questions.

■ Read Q1 aloud

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Tick the final answers in your books.

● If time permits, instruct students to attempt Answer in one line! - Q3 on Page 15 and DIY- Fill up! Down - Q2 on Page 16, or take them in the next session.

● Conclude: Today, we learned about the IPO cycle of a Computer.

● Ask the following probing questions:

■ Name a machine that you think follows an IPO cycle.

Possible Responses: Microwave; ATM; Washing Machine

■ What makes these machines process the given input?

Possible Responses: CPU

5. The IPO Cycle II

Objectives

In this session, students will recall –

● Computer and it’s IPO (Input, Process and Output) Cycle

Keywords

● Computer: an electronic device that makes our life easy

● IPO Cycle: a cycle describing how a computer works

● Input: letters, numbers, symbols we enter using the mouse or keyboard

● Process: applying operations on the input given to get a final result

● Output: the final result we see on the monitor or printed on paper

WEBS at a Glance

Revise the concept of a computer and its IPO cycle

Help students recall about computers and their IPO cycle.

● Invite students to give some examples of the IPO cycle from their daily lives.

● Present the following scenarios:

■ Scenario 1: Consider you want to sharpen your pencil.

■ Scenario 2: Consider you want to make orange juice.

Discuss:

■ What will be input, process and output in the above cases?

Scenario 1

Input: Pencil

Process: Sharpening

Output: Sharpened Pencil

Scenario 2

Input: Oranges

Process: Squeezing the fruits

Output: Juice

● Conduct Match me! section on Page 14:

■ Say: Let’s help Conji match the words with the given images.

■ Read the words one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Draw lines from the words to the correct images in your books.

Note

● If any of the additional activities mentioned in earlier sessions is left unattempted, guide and instruct students to complete them.

● Additional Questions given in earlier sessions:

■ Answer in one line! Q2 on Page 15

● Conclude: Today, we recalled computers and their IPO cycle.

● Ask the following probing questions:

■ Identify the IPO cycle of a plant.

Possible Responses:

Input: Seed; Soil; Water; Sunlight

Process: Photosynthesis

Output: Leaves; Flower; Fruit

■ Identify the IPO cycle of Paining.

Possible Responses:

Input: Pencil; Colours; Scale; Brush; Paper

Process: Sketching; Drawing; Colouring

Output: Painting

● Assign the following as homework:

■ Answer in one line! - Q5 on Page 15

Roles of Computers 2

Story Time

Note: Use the following points to prepare for the session beforehand. Avoid reading the points in class.

In the Previous Chapter…

● Conji recalled how he and Mel had overcome all the challenges thrown by Lord Ero.

● Mel disguised herself as a dragon to prank Conji.

● Conji advised Mel to be cautious when using magic.

● Mel and Conji reached their classroom and played a quiz on computers.

In this Chapter…

● Eva joins Avora school and becomes friends with Mel and Conji.

● Mel explains computer parts to Conji and compares them with the different parts of the body.

● Conji introduces his friends to the sci-fi lab.

● In the lab, the friends are surprised to see the computers and gadgets.

● Eva asks about a machine and Conji explains that it is a computer – an electronic device.

The content covered in this chapter is aligned with the CSTA Standard

● 1A-CS-02 Communicating

This chapter is divided into the following classroom and lab sessions

1. Role of Computers I

2. Role of Computers II

3. Role of Computers III

1. Roles of Computers I

Objectives

In this session, students will learn about –

● Computers

● Uses of computers

Keywords

● Computer: an electronic device that helps us to play games, watch movies and search for information

WEBS at a Glance

Action Plan

● Recap the story and revise the concepts covered in the previous chapter.

● Say: Today, we will be learning about Computers and their uses.

● Say: Let’s learn how the story moves ahead.

● Read the story aloud from Page 19 to Page 22 up to the words “.... maintain library records.”

● Say: We will be learning about Google Docs and text formatting while reading the story.

CS Concepts Explain

Computers

Uses of computers

As given in Panel 7 on Page 20

As given in Panel 3 on Pages 21 and 22, and in Panel 1, 2 on Pages 23

● Present the scenario: Consider that you visit your father’s office and see a lot of computers.

● Discuss:

■ What can be used to draw pictures?

Possible Responses: Paint; Computer

■ Which electronic device is used to play games and videos and listen to music?

Possible Responses: Speakers; Computers

■ What are the uses of Computers?

Possible Responses: Play games; Listen to music; Draw pictures

■ What are the things teachers can do with the help of Computers?

Possible Responses: Play games; Build timetables; Prepare report cards

Note

● If time allows, discuss all four questions, or discuss the first two.

Build 10 min

● Conduct Fill up! on Page 33:

■ Say: Let’s help Mel fill in the blanks.

■ Read Q1 aloud.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Fill in the final answer in your books.

● Conduct Answer in one line! on Page 35:

■ Say: Help Conji answer the following questions asked by Mel.

■ Read Q1 aloud.

■ Invite some students to share their answers.

■ Discuss and Validate their answers.

■ Write the final answer on the board for students to take note.

● Conduct Name them! From DIY on Page 36:

■ Say: Help Conji answer the following questions asked by Mel.

■ Read Q2 and 5 aloud, one by one.

■ Invite some students to share their answers.

■ Discuss and Validate their answers.

■ Write the final answer on the board for students to take note.

Sum-Up 3 min

● Conclude: Today, we learned about the Roles of computers I.

● Ask the following probing questions:

■ What do your parents use the computer for?

Possible Responses: Office work; Watching videos

■ What can be used to keep records of items and generate bills?

Possible Responses: Laptop; Computer

• Roles of Computers

2. Roles of Computers II

Objectives

In this session, students will learn about –

● Uses of computers II

● Smartphone

● Apps

Keywords

● Smartphone: a handheld electronic device that is used to make calls, send messages, play games and search for information

● Apps: are used to perform specific functions like video calling, ordering food, buying clothes

WEBS at a Glance

Recap the story and the concepts covered in the previous session

Read the story aloud

Discuss uses of computers II, smartphone, applications

Fill up! – Q2, 3 Find the truth! – Q4 Tick the correct answer! – Q1, 2 Answer in one line! – Q2

Action Plan

Warm-Up

● Recap the story and revise the concepts covered in the previous chapter.

● Say: Today, we will be learning about smartphones and applications.

● Say: Let’s learn how the story moves ahead.

Conclude the session. Assign the homework

5 min

● Read the story aloud from Page 24 to Panel 2 on Page 27 on Panel 2 up to the words “....fitness tracker.”

12 min

Engage

● Say: We will be learning about the uses of computers and computer applications.

CS Concepts Explain

Uses of computer II

Smartphones

Applications

As given in Panel 1 on Page 24

As given in Panel 2 on Page 25

As given in Panel 2 on Page 25

● Present the scenario: Consider that you got a smartphone as a birthday gift from your parents.

● Discuss:

■ What can be used to keep records of items and generate bills?

Possible Responses: Laptop; Computer; Smartphone

■ What can be used to book tickets online?

Possible Responses: Application; Smartphone; Computer

■ What is used to make online payments?

Possible Responses: Smartphones; Applications

■ Is it possible to book train or flight tickets with Smartphones?

Possible Responses: Yes; No

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Fill up! on Page 33:

■ Say: Let’s help Mel fill in the blanks.

■ Read Q2 and 3 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Fill in the final answers in your books.

● Conduct Find the truth! on Page 33:

■ Say: Let’s help Conji mark these statements as true or false.

■ Read Q4 aloud

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Mark the final answers in your books.

● Conduct Tick the correct answer! on Page 34:

■ Say: Let’s Tick the correct answer!

■ Read Q1, Q2 aloud, one by one.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Tick the final answers in your books.

● Conduct Answer in one line! on Page 35:

■ Say: Help Conji answer the following questions asked by Mel.

■ Read Q2 aloud.

■ Invite some students to share their answers.

■ Discuss and Validate their answers.

■ Write the final answer on the board for students to take note. Note

● If time permits, discuss Answer in one line! - Q3, 5 or conduct it in the next session.

● Ask the following probing questions:

■ If we want to store bank data, which device should we use?

Possible Responses: Software; Computer

■ If we want to store patient records and prepare medical reports, which device should we use?

Possible Responses: Software; Computer; Laptop

● Assign the following questions as homework:

■ DIY Activity – Name them! : Q3

• Roles of Computers

3. Roles of Computers III

Objectives

In this session, students will learn about –

● Computers

● Uses of Computers

Keywords

● Computer: machine that makes our life easy

WEBS at a Glance

Recap the story and the concepts covered in the previous session

Read the story aloud

Discuss applications of computers

Find the truth! – Q1, 2 Tick the correct answer! – Q4 Answer in one line! - Q4

Action Plan

● Recap the story and revise the concepts covered in the previous chapter.

Conclude the session Assign the homework

● Say: Today, we will be learning about applications of computers. Let’s learn how the story moves ahead.

● Read the story aloud from Panel 3 on Page 27 to Page 32.

● Say: We will be learning about applications of computers.

CS Concepts Explain

Applications of computers

12 min

As given in Panels 2, 3 on Page 28 and Panels 4, 5 on Page 29

● Present the scenario: Consider that you are helping your younger sister with her homework by interacting online with her.

● Discuss:

■ What can you use to connect with your sister?

Possible Responses: Software; Internet; Computer

■ What do you need in a computer to connect to the internet?

Possible Responses: Keyboard; CPU; Mouse; Modem

■ Which of these does not have a keyboard (Computer, tablet or laptop)?

Possible Responses: Laptop; Tablet; Computer

■ Is it possible to give exams online with computers?

Possible Responses: Yes; No

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Find the truth! on Page 33:

■ Say: Let’s help Conji mark these statements as true or false.

■ Read Q1 and Q2, aloud

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Mark the final answer in your books.

● Conduct Tick the correct answer! on Page 34:

■ Say: Let’s help Conji mark these statements as true or false.

■ Read Q4 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Mark the final answer in your books.

● Conduct Answer in one line! section on Page 35:

■ Say: Let’s practise more questions.

■ Read Q4 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write answers in your books.

Note

● If time permits, conduct Q5 from Find the truth! or assign it as homework.

● Conclude: Today, we learned about Roles of computers.

■ Ask the following probing questions:

■ What can be used to make the learning process easy and interesting?

Possible Responses: Computers; The Internet

■ With the help of the computer, what can we access to watch videos online?

Possible Responses: Internet; Website

● Assign the following questions as homework:

■ Match me!

Note

● Conduct the remaining questions in the revision session of this chapter.

• Roles of Computers

Input and Output Devices 3

Story Time

Note: Use the following points to prepare for the session beforehand. Avoid reading the points in the class.

In the Previous Chapter…

● Eva joined Avora school and became friends with Mel and Conji.

● Mel explained computer parts to Conji and compared them with the different parts of the body.

● Conji introduced his friends to the sci-fi lab.

● In the lab, the friends were surprised to see the computers and gadgets.

● Eva asked about a machine and Conji explained that it is a computer – an electronic device.

In this Chapter…

● Elder Robot notices a bright light flashing on his screen.

● It’s Lord Ero and he warns Elder Robot that he has laid a special trap for Mel and Conji.

● Elder Robot gets scared and goes to Elder Wizard.

● Mel and Conji are playing with magic in the computer lab.

● Mel accidentally sets the CPU alight but Conji fixes the problem and asks Mel about a button on the computer.

● Eva joins them and the three of them discuss the devices connected to the computer.

The content covered in this chapter is aligned with the following CSTA Standards

● 1A-CS-02 Hardware & Software

This chapter is divided into the following classroom sessions

1. Introduction to Input and Output Devices

2. Input and Output Devices – I

3. Processing Unit – CPU

4. Input and Output Devices – II

1. Introduction to Input and Output Devices

Objectives

In this session, students will learn about –

● Input Devices

● Output Devices

Keywords

● Input Devices: parts of the computer that take input from the user

● Output Devices: parts of the computer that produce output

Recap the story and the concepts covered in the previous session. Read the story to be covered in the current session aloud

Discuss input and output devices Fill up! – Q1 Tick the correct answer! – Q1, 2 Answer in one line- Q1, 2

Action Plan

● Recap the story and CS concepts covered in the previous chapter.

● Say: Let’s learn how the story moves ahead.

● Read the story aloud from Page 38 to Page 41.

Conclude the session Assign the Homework

12 min

● Say: Let me explain about input and output devices.

CS Concepts Explain

Input devices

Output Devices

As given in Panel 3 on Page 40

As given in Panel 3 on Page 40

● Present the scenario: Consider you are ordering a pizza.

● Discuss:

■ Which processes do you think will be used in this scenario?

Possible Responses: Input; Output; Giving order; Naming your favourite toppings; Getting the pizza

■ Which among these is an example of input given by you?

Possible Responses: Giving order; Mentioning the size of pizza; Specifying the type of pizza; Giving money

■ Which of these is an example of output received by you?

Possible Responses: Menu card; Pizza we have ordered; Balance bill amount

■ Name similar scenarios where you can see input and output being shared.

Possible Responses: Ordering food; In classroom; While writing an exam; During Lunch; When going home we share things with our friends as input and their response can be considered as output

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Fill up! on Page 50:

■ Say: Help Conji fill in the blanks.

■ Read Q1 aloud

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Fill in the final answer in their books.

● Conduct Tick the correct answer! on Page 51:

■ Say: Help Mel Tick the correct answer!

■ Read Q1 and 2 aloud, one by one.

■ Invite some students to share their answers.

■ Discuss and Validate their answers.

■ Instruct students to tick the final answers in their books

● Conduct Answer in one line! section on Page 52:

■ Say: Let’s practise more questions.

■ Read Q1, 2 aloud, one by one.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write answers in your books.

Note

● If time permits, conduct Find the truth! - Q1, 2 on Page 50 and or assign it as homework.

● Conclude: Today, we learned about Input and Output devices

■ Ask the following probing questions:

■ Name some everyday devices that require input.

Possible Responses: Grinder; Television set; Mobile phone

■ Name some everyday devices that show an output.

Possible Responses: Grinder; Television set; Mobile phone; Laptop

● Assign the following as homework:

■ Find the truth! – Q1, 2

2. Input and Output Devices – I

Objectives

In this session, students will learn more about –

● Keyboard

● Mouse

● Monitor

Keywords

● Input Devices: parts of the computer that take input from the user

● Output Devices: parts of the computer that produce output

Recap the story and the concepts covered in the previous session. Read the story to be covered in the current session aloud.

Discuss keyboard, mouse, monitor Fill up! – Q2, 3 Answer in one Line - Q3, 4

Conclude the session Assign the Homework

Action Plan

● Recap the story covered in the previous session.

● Say: Let’s learn how the story moves ahead.

● Read the story aloud in Panel 1 on Page 42.

12 min

● Say: Let me explain whether the keyboard, mouse and monitor are input or output devices.

CS Concepts Explain

Keyboard

Mouse

Monitor

As given in Panel 1 on Page 42

As given in Panel 2 and 3 on Page 42

As given in Panel 4 on Page 42 and Panel 1 on Page 43

● Present the scenario: Consider you are in your school’s computer lab doing a drawing assignment on the computer.

● Discuss:

■ Which devices are there in your computer lab?

Possible Responses: Monitor; Keyboard; Mouse; CPU; Webcam; Speaker; Printer

■ Which devices can be used to write a name inside the drawing?

Possible Responses: Keyboard; Mouse

■ Can we use a virtual keyboard with the computer?

Possible Responses: Yes; No; Maybe

■ Which devices can be used to shut down a computer?

Possible Responses: Mouse; Keyboard

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Fill up! on Page 50:

■ Say: Help Conji fill in the blanks.

■ Read Q2 and 3 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct students to fill in the final answers in their books.

● Conduct Answer in one line! section on Page 52:

■ Say: Let’s practise more questions.

■ Read Q3, 4 aloud, one by one.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write answers in your books.

Note

● If time permits, conduct Tick the correct answer! - Q3 on Page 51 and Find the truth! - Q3 on Page 50 or assign it as homework.

● Conclude: Today, we learned about the Input and Output devices.

● Ask the following probing questions:

■ Which keys on the keyboard can be used for input?

Possible Responses: All; Alphabet keys; Numeric keys; Special keys

■ Can we work without a mouse, using only a keyboard?

Possible Responses: Yes; No; Maybe

● Assign the following questions as homework:

■ DIY Activity: Fun Time – Q1, 2, 6

3. Processing Unit – CPU

Objectives

In this session, students will learn about –

● What is CPU

● Memory

● Input and Output Unit

● Control Unit

● ALU

Keywords

● CPU: part of the computer that performs different tasks

● Memory: stores everything on your computer

● Input Unit: give instructions to the computer

● Output Unit: presents results on the monitor

● Control Unit: converts instructions into signals

● ALU: performs logical and arithmetic operations on the computer

WEBS at a Glance

Action Plan

● Recap the story covered in the previous session.

● Say: Let me tell you about CPU, memory, input and output unit, control unit, and ALU.

● Present the scenario: Consider you are learning what’s inside the CPU in your computer class.

● Discuss:

■ What does the CPU consist of?

Possible Responses: Input and output wires; A control unit; ALU

■ Which part performs multiple tasks on the computer?

Possible Responses: ALU; CPU

■ Does the CPU only take input from other devices?

Possible Responses: Yes; No; Maybe

■ Is the processor present inside or outside a CPU?

Possible Responses: Inside; Outside

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Fill up! on Page 50:

■ Say: Help Conji fill in the blanks.

■ Read Q4 aloud

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct students to fill in the final answers in their books.

● Conduct Find the truth! on Page 50:

■ Say: Help Mel decide whether the statement is true or false.

■ Read Q4 aloud.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct students to mark the final answers in their books.

● Conduct Answer in one line! section on Page 52:

■ Say: Let’s practise more questions.

■ Read Q5 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write answers in your books.

Note

● If time permits, conduct Fill up! - Q5 and Find the truth! - Q5, or assign it as homework.

● Conclude: we learned about the processing unit - CPU!

● Ask the following probing questions:

■ Which everyday devices conduct processing?

Possible Responses: Mixer Grinder; Washing Machine; Laptop

■ Do we have a processor in our laptop?

Possible Responses: Yes; No; Maybe

● Assign the following questions as homework:

■ Tick the correct answer! – Q4 ,Q5

4. Input and Output Devices – II

Objectives

In this session, students will learn about –

● Output devices

■ Printer

■ Speaker

■ Webcam

Keywords

● Output Devices: parts of the computer that produce output

Recap the story and the concepts covered in the previous session

Discuss various output devices Match me! Conclude the session Assign the Homework

Action

● Recap the story covered in the previous session.

● Say: Let me explain about the printer, speaker, and webcam.

CS Concepts Explain

Printer

As given in Panel 3 on Page 46

Speaker As given in Panel 3 on Page 46

Webcam

As given in Panel 2 on Page 47

● Present the scenario: Consider you are using your home computer.

● Discuss:

■ What do speakers help us to hear?

Possible Responses: Voices; Music

■ Which devices are required for a video call?

Possible Responses: Speaker; Webcam; Computer

■ Which devices are required to type an essay?

Possible Responses: Keyboard; Monitor; Mouse; CPU

■ Which devices are used to select any text?

Possible Responses: Keyboard; Mouse

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Match me! on Page 51:

■ Say: Let’s help Conji match the correct answers.

■ Read the devices and the purposes aloud.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct students to match the columns in their books.

● If time permits, conduct Fun Time from DIY on Page 53:

■ Say: Let’s help Mel and Conji to write the answers.

■ Read Q3, 4, 5 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct students to match the columns in their books.

● Conclude: we learned about the Input and Output devices.

● Ask the following probing questions:

■ What are the final results of printing?

Possible Responses: Printed File; Hard copy

■ Which devices are required to take an online class from home?

Possible Responses: Speaker; Computer; Webcam

● Assign the following questions as homework:

■ DIY Activity: Fun Time – Q 7, 8, 9, 10.

Keyboard–Special Keys 4

Story Time

Note: Use the following points to prepare for the session beforehand. Avoid reading the points in the class.

In the Previous Chapter…

● Elder Robot noticed a bright light flashing on his screen.

● It was Lord Ero and he warned Elder Robot that he had laid a special trap for Mel and Conji.

● Elder Robot was scared and went to Elder Wizard.

● Mel and Conji were playing with magic in the computer lab.

● Mel accidentally set the CPU alight but Conji fixed the problem and asked Mel about a button on the computer.

● Eva joined them and the three of them discussed the devices connected to the computer.

In this Chapter…

● On a peaceful Sunday, Mel invites Eva and Conji to visit the robot township.

● There are different computer devices displayed along the roadside.

● The friends walk along the road while learning about the different parts of the computer.

● They learn about the keyboard, alphabet keys, number keys, and special keys.

The content covered in this chapter is aligned with the following CSTA Standard

● 1A-CS–02 Hardware & Software

This chapter is divided into the following classroom sessions

1. Keyboard Keys – I

2. Keyboard Keys – II

1. Keyboard Keys – I

Objectives

In this session, students will learn about –

● Keyboard

● Alphabet Keys

● Number Keys

● Special Keys

Keywords

● Keyboard: an input device that helps us write words on the screen

● Alphabet Keys: the 26 keys on the keyboard used to write the alphabet

● Number Keys: the 10 keys on the keyboard used to write numbers

● Special Keys: help us input special characters and perform some specific tasks

WEBS at a Glance

Recap the story and the concepts covered in the previous chapter Read

Action Plan

● Recap the story covered in the previous chapter.

● Read the story aloud from Panel 1 and Panel 2 on Page 55 up to the text, “...to tell us!”

● Say: Let me explain the keyboard, alphabet keys, numeric keys, and special keys.

CS Concept Explain

Keyboard

Alphabet Keys

Numeric Keys

Numlock

Special Keys

Caps Lock

As given in Panel 3 on Page 55

As given in Panel 3 on Page 55

As given in Panel 1 on Page 56

As given in Panel 1 on Page 56

As given in Panel 2 on Page 56

As given in Panel 1 on Page 57

● Present the scenario: Consider you are writing an essay on the topic “My School” in notepad.

● Discuss:

■ If you have to write the date when your school was formed, which keys would you use?

Possible Responses: Numeric keys; Number keys

■ Which type of keys will you use to complete the whole essay?

Possible Responses: Alphabet keys; Number keys; Special Keys

■ Which letter do you find in the top alphabet row of the keyboard?

Possible Answers: Q; O; I; R; E

■ Are there special symbols on the computer keyboard?

Possible Responses: Yes; No; Maybe

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct: Find the truth! on Page 63:

■ Say: Identify the statements as true or false.

■ Read Q2 and 3 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Write the final answers in your books.

● Conduct Answer in one line! on Page 65:

■ Say: Help Conji answer the following questions asked by Mel.

■ Read Q1, 2 and 4 aloud, one by one.

■ Invite some students to share their answers.

■ Discuss and Validate their answers.

■ Write the final answer on the board for students to take note.

Note

● If time permits, discuss the section Answer in one line! – Q3 and Tick the correct answer! – Q4 or assign it as homework.

● Conclude: Today, we learned about the keyboard and its keys.

● Ask the following probing questions:

■ Apart from the alphabet keys, what other keys are there on the keyboard?

Possible Responses: Special keys; Number keys; Function keys

■ What are some special keys?

Possible Responses: %; &; !; Numlock; Caps lock

● Assign the following as homework:

■ Fill up! – Q1, 5

2. Keyboard Keys – II

Objectives

In this session, students will learn about –

● Enter Key

● Space Bar

● Arrow Keys

● Backspace Key

● Delete Key

● Key Combinations

Keywords

● Enter Key: helps us move from one line to the next line

● Space Bar: helps us add a space between two words

● Arrow Keys: helps us move up, down, left or right

● Backspace Key: is used to erase wrong letters and words to the left of the cursor

● Delete Key: is used to erase wrong letters and words to the right of the cursor

● Key Combinations: combinations of keys pressed together to perform different tasks

WEBS at a Glance

Action Plan

● Recap the story covered in the previous chapter.

● Read the story aloud from Panel 2 on Page 57 to Panel 2 on Page 58 up to the text, “Yeah, I got it!”

● Say: Let me explain different special keys on the keyboard and key combinations.

CS Concept Explain

Enter Key

Space Bar

As given in Panel 3 on Page 58

As given in Panel 4 on Page 58

Arrow Keys As given in Panel 6 on Page 58

Backspace Key

As given in Panel 2 on Page 59

Delete Key As given in Panel 3 on Page 59

Key Combinations As given in Panel 1 on Page 60

● Present the scenario: Consider you have been given the task of writing about your favourite subject at school.

● Discuss:

■ Which special keys can you use when writing the paragraph?

Possible Responses: Enter key; Numlock; Space bar; Arrow keys

■ In which directions in your document can Arrow keys be used to move?

Possible Responses: Up; Down; Left; Right

■ You have made some mistakes while writing the paragraph. Which special keys can be used to correct them?

Possible Answers: Backspace key; Delete key

■ What are some special keys present on the computer keyboard?

Possible Responses: Enter key; Shift key; Arrow key; Backspace key

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Fill up! on Page 63:

■ Say: Let’s help Eva fill in the blanks.

■ Read Q2 and 3 aloud.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Fill in the final answer in your books.

● Conduct Tick the correct answer! on Page 64:

■ Say: Answer the trick questions prepared by Mel by choosing the correct options.

■ Read Q1 and 2 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Tick the final answers in your books.

● Conduct Answer in one line! on Page 65:

■ Say: Help Conji answer the following questions asked by Mel.

■ Read Q5 aloud, one by one.

■ Invite some students to share their answers.

■ Discuss and Validate their answers.

■ Write the final answers on the board for students to take notes.

Note

● If time permits, conduct Q3 and 5 from Tick the correct answer! and Q4 from Fill up! or assign it as homework.

● Conclude: Today, we learned about the different special keys and key combinations.

● Ask the following probing questions:

■ If we make a mistake while typing, is there any other way we can correct it besides using the backspace key?

Possible Responses: Yes; No; Maybe

■ Can you tell me some key combinations?

Possible Responses: CTRL+Home; CTRL+End; ALT+F4; CTRL+ALT+Delete

● Assign the following as homework:

■ Match me!

Note

● Questions which could not be attempted in the previous session and the current session can be attempted in one of the revision classes.

Mouse–An Input Device 5

Story Time

Note: Use the following points to prepare for the session beforehand. Avoid reading the points in the class.

In the Previous Chapter…

● On a peaceful Sunday, Mel invited Eva and Conji to visit the robot township.

● There were different computer devices displayed along the roadside.

● The friends walked along the road while learning about the different parts of the computer.

● They learned about the keyboard, alphabet keys, number keys, and special keys.

In this Chapter…

● Mel, Conji and Eva head towards the second billboard.

● The three friends start learning about the mouse.

● Eva suggests heading towards the Community Centre for hands-on practice on the computer.

● They go to the Community Centre and practice on the computer.

The content covered in this chapter is aligned with the following CSTA Standard

● 1A-CS-02 Hardware & Software

This chapter is divided into the following classroom sessions

1. Mouse – I

2. Mouse – II

1. Mouse – I

Objectives

In this session, students will learn about –

● Introduction to Mouse

● Scroll wheel

● Click buttons

● Left button click

Keywords

● Mouse: small size input device with two buttons and a scroll wheel

● Scroll wheel: helps us move up and down

● Left button click: helps to select files on the monitor

● Double Click: clicking on the left mouse button twice

WEBS at a Glance

Recap the story and the concepts covered in the previous chapter

Read the story to be covered in the current session aloud

Discuss what is a mouse, scroll wheel, left click button, double click

Conclude the session

● Recap the story and CS concepts covered in the previous chapter.

● Read the story aloud from Page 68 to Panel 2 on Page 69.

Action Plan 5 min Warm-Up 12 min Engage

CS Concept Explain Mouse

As given in Panel 3 on Page 69

Scroll Wheel As given in Panels 1 and 2 on Page 70

Left Button Click As given in Panel 4 on Page 70

Double Click As given in Panels 1 and 2 on Page 71

● Present the scenario: You are sitting in your computer lab and moving the mouse pointer.

● Discuss:

■ Which mouse buttons are used to open any file?

Possible Responses: Left; Right; Both

■ How can we move any file up and down?

Possible Responses: Scroll wheel; Drag and Drop button; Both

■ Can we open any file without using the mouse?

Possible Responses: Yes; No; Maybe

■ Can we move the icons on the desktop using the mouse?

Possible Responses: Yes; No; Maybe

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Fill up! on Page 76:

■ Say: Help Conji fill in the blanks.

■ Read Q2, 3, and 5 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct students to fill in the final answers in their books.

● Conduct Find the truth! on Page 76:

■ Say: Help Otis mark the statements as true or false.

■ Read Q2 aloud, one by one.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct students to mark the final answers in their books.

● Conduct Answer in one line! on Page 35:

■ Say: Help Conji answer the following questions asked by Mel.

■ Read Q4 aloud.

■ Invite some students to share their answers.

■ Discuss and Validate their answers.

■ Write the final answer on the board for students to take note.

Note

● If time permits, conduct Q1 and Q4 of Fill up! on page 76, Q2 of Tick the correct answer! on page 77 or conduct it in the next session.

min

● Conclude: Today, we learned about the Keyboard Keys.

● Ask the following probing questions:

■ Do Laptops require a mouse to move the pointer?

Possible Responses: Yes; No; Maybe

■ Can we drag any file using the scroll wheel?

Possible Responses: Yes; No; Maybe

– II

Objectives

In this session, students will learn about –

● Right button click

● Drag and drop

● Scroll mouse

● Ball mouse

● Optical mouse

● Gaming mouse

● Bluetooth mouse

Keywords

● Right button click: opens a pop-up menu when you click on a file

● Drag and Drop: move an item from one place to another

● Scroll Mouse: mouse with a scroll wheel

● Ball Mouse: mouse with a ball to move the pointer

● Optical Mouse: mouse with a light to move the pointer

● Gaming Mouse: mouse used for gaming

● Bluetooth Mouse: mouse without a wire

WEBS at a Glance

Recap the story and the concepts covered in the previous session

Read the story to be covered in the current session aloud

Discuss right button click, drag and drop, scroll mouse, ball mouse, optical mouse, gaming mouse, bluetooth mouse

Tick the correct answer! – Q1, 4 Match me! Answer in one line! – Q2, 5

Action Plan

● Recap the story and CS concepts covered in the previous chapter.

● Read the story aloud from Panel 3 on Page 71 to Page 74

Conclude the session Assign the homework

● Say: Let me explain right button click, drag and drop, scroll mouse, ball mouse, optical mouse, gaming mouse, and bluetooth mouse.

CS Concept Explain

Right button click

Drag and drop

Scroll mouse

Ball mouse

Optical mouse

Gaming mouse

Bluetooth mouse

As given in Panel 3 on Page 71 and Panel 1 on Page 72

As given in Panel 2 on Page 72

As given in Panel 2 on Page 73

As given in Panel 3 on Page 73

As given in Panel 3 on Page 73

As given in Panel 1 on Page 74

As given in Panels 2 and 3 on Page 74

● Present the scenario: You are inside your school computer lab.

● Discuss:

■ How many mouse types are used in your lab?

Possible Responses: One; Two; Three

■ Name some mouse types used in your lab.

Possible Responses: Optical mouse; Ball mouse; Bluetooth mouse

■ Which is your favourite mouse?

Possible Responses: Gaming mouse; Bluetooth mouse; Scroll mouse

■ Can we use the mouse without a wire?

Possible Responses: Yes; No; Maybe

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Tick the correct answer! on Page 77:

■ Say: Help Elder Wizard Tick the correct answer!

■ Read Q1 and 4 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct students to tick the final answer in their books.

● Conduct Match me! on Page 78:

■ Say: Let’s help Conji match the correct answers.

■ Read the Match me! aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Match the final answer in your books.

● If time permits, conduct Answer in one line! on Page 78:

■ Say: Help Conji answer the following questions asked by Mel.

■ Read Q2, 5 aloud.

■ Invite some students to share their answers.

■ Discuss and Validate their answers.

■ Write the final answer on the board for students to take note.

● Conclude: we learned about the Keyboard Keys.

● Ask the following probing questions:

■ Do we get a sub-menu when we double-click the right mouse button?

Possible Responses: Yes; No; Maybe

■ Can we drag and drop any file using the mouse?

Possible Responses: Yes; No; Maybe

● Assign the following as homework:

■ DIY Activity – Make it colourful1, Name the parts.

Note

● Questions which could not be attempted in the previous session and the current session can be attempted in one of the revision classes.

Story Time

Note: Use the following points to prepare for the session beforehand. Avoid reading the points in the class.

In the Previous Chapter…

● On a peaceful Sunday, Mel invited Eva and Conji to visit the robot township.

● There were different computer devices displayed along the roadside.

● The friends walked along the road while learning about the different parts of the computer.

● They learned about the keyboard, alphabet keys, number keys and special keys.

In this Chapter…

● Mel, Conji and Eva head towards the second billboard.

● The three friends start learning about the mouse.

● Eva suggests heading towards the Community Centre for hands-on practice on the computer.

● They go to the Community Centre and practice on the computer.

The content covered in this chapter is aligned with the following CSTA Standard

● 1A-CS–02 Computing Systems

This chapter is divided into the following classroom and lab sessions

1. Introduction to MS Paint

2. Your First Drawing

3. Saving and Printing

4. Using Save and Print

5. Basic Drawing Tools

1. Introduction to MS Paint

Objectives

In this session, students will learn about –

● Introduction to MS Paint

● Tools in MS Paint

Keywords

● MS Paint: a drawing application

● Tools: are used to perform tasks

● Eraser: is used to erase mistakes and make changes

● Shapes: is used to create shapes

● Fill Tool: is used to add colour to shapes

WEBS at a Glance

Revise the story and CS concepts covered in the previous session

Read the story aloud

Discuss MS Paint introduction and its tools

Fill up! – Q1, 5 Find the truth! – Q1, 2 Match me! Answer

● Recap the story covered in the previous chapter.

● Read the story aloud from Panel 1 on Page 81 to Panel 1 on Page 83

● Say: Let me explain about MS Paint and some of its tools.

CS Concept Explain

MS Paint

Pencil

Eraser

Fill tool

Brushes

Shapes

As given in Panel 2 on Page 83

As given in Panel 1 on Page 85

As given in Panel 1 on Page 85

As given in Panel 1 on Page 85

As given in Panel 1 on Page 85

As given in Panel 1 on Page 85

● Present the scenario: You visit a painter’s gallery, where you can see multiple paintings, colours, stencils (cut-outs) and sketches.

● Discuss:

■ What tools will the painter use to make the paintings?

Possible Responses: Brush; Colours; Canvas; Paper; Pencils

■ What types of stencils may there be with the painter?

Possible Responses: Shapes; Letters; Symbols

■ What will the painter do after creating a painting using a pencil and shapes only?

Possible Responses: Paint; Fill Colour

■ Should the painter paint on the same painting multiple times?

Possible Responses: Yes; No; Maybe

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Fill up! on Page 92:

■ Say: Help Eva fill in the blanks with the correct words.

■ Read Q1, 5 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Fill in the final answer in your books.

● Conduct Find the truth! on Page 92:

■ Say: Help Conji and Eva decide whether the following statements are true or false.

■ Read Q1, 2 aloud, one by one.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Tick the final answers in your books.

● Conduct Answer in one line! on Page 94:

■ Say: Help Conji and Eva decide whether the following statements are true or false.

■ Read Q5 aloud, one by one.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the final answers in your books.

Note

If time permits, discuss Answer in one line! – Q4 or assign it as homework

● Conclude: Today, we learned about MS Paint and its tools.

● Ask the following probing questions:

■ What does a painter have that is similar to the paint screen when we open a new Paint file?

Possible Responses: Paper; Sheet; Canvas

■ What can an eraser tool be used for?

Possible Responses: Remove Mistakes; Remove extra lines

● Assign the following as homework:

■ DIY Activity - Fill up! - Q1, 2, 3

2. Your First Drawing

Objectives

In this session, students will apply what they have learned from the previous session to draw a flower in MS Paint using shapes, the eraser and fill tools only.

Keywords

● MS Paint: a drawing application

● Tools: used to perform tasks

● Pencil Tool: used to draw freehand lines

● Eraser: used to erase mistakes and make changes

● Shapes: used to create shapes

● Fill Tool: used to add colour to shapes

WEBS at a Glance

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Say: Let’s revise what we have learned.

● Instruct: Go to the Panel and open Lab on Your First Drawing.

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

● Discuss the following questions one by one to check students’ understanding:

■ Which shapes will you need to make drawings in Paint?

Possible Responses: Circle; Oval; Square

■ Colours make our drawings_____________.

Possible Responses: Beautiful; Complete; Vibrant

■ Which colour might you use to make a drawing of your house?

Possible Responses: Black; Blue; Brown; Pink

■ What can you make on the MS Paint application?

Possible Responses: House; Scenery; Flowers

● Invite answers from as many students as possible.

● Address if students have any other doubts related to the concepts presented in the slides.

● Open and explain the activity given on the Assignment page in the panel.

● Instruct: Open MS Paint and attempt the activity given on the Assignment page.

● Walk around in the classroom and observe the activity done by the students.

● Guide students if they are struggling with the activity.

● Instruct: Click on File->Save to save your work when you are done with the activity.

● Guide students to find the location of the saved file and drag and drop the file in the panel.

● Conclude: Today, we have learned how to use Shapes, Fill and Eraser tools.

● Instruct: We should practise the same activity at home.

● If feasible, assign the following as homework:

■ Project: Make a drawing of your house.

3. Saving and Printing

Objectives

In this session, students will learn about –

● Saving Paint files

● Printing Paint files

Keywords

● Save Option: helps keep the file for later use

● Print Option: provides a hard copy on a piece of paper

WEBS at a Glance

Revise the story and CS concepts covered in the previous session

Read the story aloud

Discuss how to save and print files in MS Paint

Fill up! – Q2 Find the truth! – Q5 Answer in one line! – Q1, 2, 3, 5

Conclude the session Assign the homework

● Recap the story covered in the previous sessions.

● Read the story aloud from Panel 4 on Page 87 to Panel 3 on Page 90

● Say: Let me explain about save and print.

CS Concept Explain

Save

Print

As given in Panel 1 and 2 on Page 88

As given in Panel 1 and 2 on Page 89

● Present the scenario: You are in your computer lab and you have made a beautiful scenery in MS Paint.

● Discuss:

■ Suppose you want to save your drawing. Where will you find the save option?

Possible Responses: File; Menu; File Option

■ What can you name the file before saving?

Possible Responses: Drawing; Scenery; Anything

■ You want to show the drawing to your parents. How can you do that?

Possible Responses: Print; Printout

■ Which colour would you use for filling the sky?

Possible Responses: Blue; Sky blue; Light blue

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Answer in one line! on Page 94:

■ Say: Help Conji and Eva decide whether the following statements are true or false.

■ Read Q1, 2, 3 aloud, one by one.

Note

min

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Write the final answers in your books.

● If time permits, discuss Tick the correct answer! – Q2 and 5 or assign it as homework.

● Conclude: Today, we learned about saving and printing in MS Paint.

● Ask the following probing questions:

■ What operations can be performed after you have created a drawing or painting in MS Paint?

Possible Responses: Rename; Save; Print

■ What are the final result/s of printing?

Possible Responses: Printed painting; Hard copy of painting

● Assign the following as homework:

● DIY Activity - Fun Time!

4. Using Save and Print

Objectives

In this session, students will apply what they have learned from the previous class to complete tasks on MS Paint.

Keywords

● Brush Tool: used to paint drawings and paintings

● Pencil Tool: used to draw freehand lines

WEBS at a Glance

Action Plan

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Say: Let’s revise what we have learned.

● Instruct: Go to the Panel and open Lab on Drawing Tools in Paint – II.

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

● Discuss the following questions one by one to check students’ understanding:

■ What can you draw using pencil in MS Word?

Possible Responses: Drawing; Freehand drawing

■ Why do we use the Brush tool?

Possible Responses: To Paint shapes and pictures

■ Suppose you have made stars with the sun by mistake, how will you remove them?

Possible Responses: Eraser Tool; Eraser

■ Can we save and print any drawing we make in MS Paint?

Possible Responses: Yes; No; Maybe

● Invite answers from as many students as possible.

● Address if students have any other doubts related to the concepts presented in the slides.

● Instruct: We know how to use shapes, fill, pencil, brush etc in MS Paint.

● Brief students about the activity given on the Tekie panel.

● Instruct: Open MS Paint application, and use shapes, pencil, brush etc. to make a picture of a cupcake.

● Walk around in the classroom and observe the activity done by the students.

● Instruct: Click on File->Save to save your work when you are done with the activity.

● Guide students to find the location of the saved file and drag and drop the file in the panel.

● Conclude: Today, we have learned how to use shapes, pencil, brush and fill to draw a cupcake.

● Instruct: We should practise the same activity at home.

● If feasible, assign the project: Draw a picture of a Christmas tree

• MS Paint

5. Basic Drawing Tools

Objectives

In this session, students will apply the learnings from the previous classes to revise all the tools and make new drawings as well as save and print them.

Keywords

● Tools: used to perform tasks

● Eraser: used to erase mistakes and make changes

● Shapes: used to create shapes

● Fill Tool: used to add colour to shapes

● Save Option: helps keep the file for later use

● Print Option: gives hard copy on a piece of paper

WEBS at a Glance

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Say: Let’s revise what we have learned.

● Instruct: Go to the Panel and open Lab on Basic Drawing Tools

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

● Discuss the following questions one by one to check students’ understanding:

■ Can you name some drawing tools in MS Paint?

Possible Responses: Pencil; Brush; Eraser

■ On which tool’s drawing can the Eraser tool work?

Possible Responses: Shapes; Brush; Pencil

■ Can we use multiple tools to create a drawing in MS Paint?

Possible Responses: Yes; No; Maybe

■ Which colours can be used while using the Pencil tool?

Possible Responses: Black; Red; Yellow; Blue; Any colour

● Invite answers from as many students as possible.

● Address if students have any other doubts related to the concepts presented in the slides.

● Open and explain the activity given on the Assignment page in the panel.

● Instruct: Open MS Paint and attempt the activity given on the Assignment page.

● Walk around in the classroom and observe the activity done by the students.

● Guide students if they are struggling with the activity.

● Instruct: Click on File->Save to save your work when you are done with the activity.

● Guide students to find the location of the saved file and drag and drop the file in the panel.

● If time permits, conduct Match me! on Page 93:

■ Say: Help Eva match tools with their use.

■ Read options on both sides aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Match the options in your books.

● If time permits, conduct the additional activity given on the panel.

● Instruct: Click on File->Save to save your work when you are done with the activity.

● Find the location of the saved file and drag and drop the file in the panel.

Sum-Up

● Conclude: Today, we have revised and used Shapes, Pencil, Brush and Fill tools to make drawings.

● Assign the following as homework:

■ Activity 1 – Name the Tools - Page 86

MS–Paint Advanced Tools 7

Story Time

Note: Use the following points to prepare for the session beforehand. Avoid reading the points in class.

In the Previous Chapter…

● Mel, Conji and Eva had a discussion about Lord Ero.

● Mel told them that Ero does not want robots to learn magic.

● Mel also told them that Ero had laid traps for the two of them.

● Eva recalled a story about a monster who wanted to destroy Avora.

● She also hinted about a secret weapon that was used to trap the monster.

In this Chapter…

● Conji and Mel meet Eva on their way to school.

● Mel uses a recently learned spell to go back in time with her friends.

● In the past, Conji notices a wrong arrow on a signboard.

● They used MS Paint to fix the problem caused by the reverse spell.

The content covered in this chapter is aligned with the following CSTA Standard

● 1A-CS–02 Computing Systems

This chapter is divided into the following classroom and lab sessions

1. Shapes and Flip Tool

2. Fill Tool

3. Colour Picker and Save Formats

4. Draw a Boat

5. Draw a Train

1. Shapes and Flip Tools

Objectives

In this session, students will learn about –

● Shapes in MS Paint

● Flip tool in MS Paint

Keywords

● Shapes: a tool used to add various shapes in MS Paint

● Flip: changes the direction of the shapes

● Text Tool: used to add words in MS Paint

● Horizontal: left to right

● Vertical: top to bottom

WEBS at a Glance

the story and the concepts covered in the previous session

Read the story to be covered in the current session aloud

Action Plan

● Say: Let’s learn more about MS Paint and tools in the new session.

● Read the story aloud from Page 97 to Panel 6 on Page 101.

min Engage

● Say: Let me explain shapes, text and flip tools

CS Concept Explain

Shapes

Print

Flip

Horizontal Flip

Vertical Flip

Text Tool

As given in Panel 2 on Page 102

As given in Panel 1 and 2 on Page 89

As given in Panel 3 on Page 102

As given in Panel 3 on Page 102

As given in Panel 2 on Page 103

As given in Panel 2 on Page 104

● Present the scenario: One day in school someone changed the direction of the signboard which points towards the school’s emergency exit to its opposite side.

● Discuss:

■ You inform the school staff, and ask what they will do with the sign.

Possible Responses: Correct it; Flip it; Reverse it

■ Another day, someone spray-painted the text on the signboard. What should be done to correct it?

Possible Responses: Repaint it; Rewrite it

■ You are asked to design a new green colour board for the school park, which shapes can you use?

Possible Responses: Square; Circle; Arrow; Rectangle

■ You have to make the sign more informative, what can you use?

Possible Responses: Text; Words; Text tool

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Find the truth! on Page 109:

■ Say: Help Conji mark the statements as true or false.

■ Read Q1, 4 and 5 aloud, one by one.

8 min

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Mark the final answer in your books.

● Conduct Answer in one line! on Page 111:

■ Say: Answer the following questions to help Conji escape his invisible cloak.

■ Read Q2 and 4 aloud, one by one.

■ Invite some students to share their answers.

■ Discuss and Validate their answers.

■ Instruct: Fill in the final answer in your books.

Note

● If time permits, discuss Tick the correct answer! – Q2, 3, 5 or conduct it in the next session.

Sum-Up

● Conclude: Today, we learned about shapes, flip and text tools.

● Ask the following probing questions:

2 min

■ The sign on the first floor of a hospital shows the way to reach the 3rd floor by pointing downwards, what should be done to correct it?

Possible Responses: Flip; Turn; Vertical flip

■ Which type of flip does sunset and sunrise resemble?

Possible Responses: Vertical flip; Horizontal flip

● Assign Fill up! – Q1 on Page 109 and Match me! - Q2, 4 and 5 as homework

2. Fill Tool

Objectives

In this session, students will learn about –

● Fill Tool

● Color Palette

Keywords

● Fill: the tool used for adding colours to shapes

● Color Palette: space from where we can pick basic colours

● Edit Colours: the process of making your own colour

WEBS at a Glance

Recap the story and the concepts covered in the previous session

Read the story to be covered in the current session aloud

Discuss fill tool and colour palette

Fill up! – Q2, 3 Tick the correct answer! – Q1

Action Plan

● Say: Let’s now continue with a new session and recall CS concepts as well.

● Read the story aloud from Panel 1 on Page 105 to Panel 1 on Page 106.

Engage

● Say: Let me explain the Fill Tool and Color Palette.

CS Concept Explain

Fill Tool

Color Palette

Edit Colours

As given in Panel 1 on Page 105

As given in Panel 1 on Page 105

As given in Panel 1 on Page 105

Conclude the session Assign the homework

● Present the scenario: You visit an amusement park with your parents one day.

● Discuss:

■ You see a white warning sign board with black letters only. Which colour can you fill in that in MS Paint?

Possible Responses: Red; Green; Yellow

■ There are many small structures like traffic lights in the amusement park. With which colours will they be filled?

Possible Responses: Red; Yellow; Green

■ You have to make a drawing of a water park inside the amusement park. What tool will you use to show water?

Possible Responses: Fill Tool; Color Palette

■ You want to use a unique colour for buildings in the amusement park. What can be done to use them?

Possible Responses: Edit Colours; Make Colour; Choose Colour

Note

● If time allows, discuss all four questions, or discuss the first two.

Build 8 min

● Conduct Fill up! on Page 109:

■ Say: Help Eva to fill in the blanks.

■ Read Q2 and 3 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Fill in the final answer in your books.

● Conduct Tick the correct answer! on Page 110:

■ Say: Help Eva select the correct answer to find Conji.

■ Read Q1 aloud.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Tick the final answer in your books.

Note

● If time permits, discuss Match me! - Q1 or assign it as homework.

● Conduct Answer in one line! section on Page 111:

■ Say: Let’s help Conji answer the question.

■ Read Q1 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write answers in your books.

Sum-Up 2 min

● Conclude: Today, we learned about the Fill and Color Palette Tools.

● Ask the following probing questions:

■ How many colours can the Color Palette have?

Possible Responses: 2; 5; 10; Many

■ You cannot find the colour for your drawing in the Color palette, what would you do?

Possible Responses: Edit; Make; Design

● Assign the following as homework:

■ DIY Activity (Fun Time) on Page 113

3. Color Picker and Save Formats

Objectives

In this session, students will learn about –

● Color Picker

● Save Formats

Keywords

● Color Picker: selects any colour on the screen

● Save Formats: file types in which MS Paint files can be saved

WEBS at a Glance Warm-Up

● Say: Let’s start a new session and recall CS concepts as well.

● Read the story aloud from Panel 3 on Page 105 to Panel 4 on Page 107 up to Conji’s words “...of Mel’s spell!”

Engage

● Say: Let me explain Color picker and file formats in MS Paint.

CS Concept Explain

Color Picker

Save as

PNG

As given in Panel 3 on Page 105

As given in Panel 3 on Page 106

As given in Panel 3 on Page 106

JPEG As given in Panel 3 on Page 106

Bitmap

As given in Panel 3 on Page 106

GIF As given in Panel 3 on Page 106

● Present the scenario: You and your friend are working on a drawing on your computer in MS Paint.

● Discuss:

■ You find a colour used by your friend very pretty, how can you use that colour yourself?

Possible Responses: Pick; Select; Choose

■ Which tool or tools can you use to select colours?

Possible Responses: Color Palette; Color Picker

■ Can you use the picked colour using the fill tool?

Possible Responses: Yes; No; Maybe

■ Which colours do you think you can pick using the color picker?

Possible Responses: Red; Green; Blue; Any

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Fill up! on Page 109:

■ Say: Help Eva to fill in the blanks.

■ Read Q4 and 5 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Fill in the final answer in your books.

Note

● If time permits, conduct Match me! – Q3 on Page 111 or assign it as homework.

● Conduct Answer in one line! section on Page 111:

■ Say: Let’s practise more questions.

■ Read Q3, Q5 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write answers in your books.

● Conclude: Today, we learned about Color Picker and file formats in MS Paint.

● Ask the following probing questions:

■ Can the Color Picker tool pick colours from anywhere on the computer?

Possible Responses: No; Yes; Maybe

■ What are possible formats in which we can save our MS Paint files?

Possible Responses: JPEG; PNG; GIF; Bitmap

● Assign the following as homework:

■ Find the truth! – Q2 and 3

■ Tick the correct answer! – Q4

4. Draw a Boat

Objectives

In this session, students will apply what they have learned from the previous sessions to draw a boat in MS Paint.

Keywords

● Shapes: a tool used to add various shapes in MS Paint

● Fill: the tool used for adding colours to shapes

● Color Palette: space from where we can pick basic colours

● Color Picker: selects any colour on the screen

WEBS at a Glance

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Say: Let’s revise what we have learned.

● Instruct: Go to the Panel and open Lab on Go boating

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

● Say: Let me explain the things we have learned so far.

● Discuss the following questions one by one to check students’ understanding:

■ Which are possible ways in which flip tools can be used?

Possible Responses: Horizontal Flip; Vertical Flip

■ Which shapes can Fill Color be used to colour?

Possible Responses: Square; Rectangle; Oval; Any

■ Name a few tools present in the tool menu.

Possible Responses: Fill; Text; Color Picker

■ Is there only one format in which we can save our files?

Possible Responses: Yes; No; Maybe

● Invite answers from as many students as possible.

● Address any other doubts that students may have related to the concepts presented in the slides.

● Brief students about the activity given on the Tekie panel.

● Instruct: Open MS Paint application.

● Instruct:

■ Use the line tool to draw the base of the boat and colour it brown using the fill tool.

■ Use the triangle shape to draw the orange part.

■ Use the brushes tool with different sizes to draw the waves in the ocean.

● Walk around in the classroom and observe the activity done by the students.

● Guide students to save the file and submit the file in the submission box on the Tekie platform.

Sum-Up 2 min

● Conclude: Today, we have learned how to use advanced tools in MS paint to make a boat.

● Instruct: Practise the same activity at home.

● If feasible, assign the project: Draw a bus using the advanced tools in MS paint.

5. Draw a Train

Objectives

In this session, students will apply what they have learned from the previous sessions to draw a train in MS Paint.

Keywords

● Shapes: a tool used to add various shapes in MS Paint

● Fill: the tool used for adding colours to shapes

● Color Palette: space from where we can pick basic colours

● Color Picker: selects any colour on the screen

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Say: Let’s revise what we have learned.

● Instruct: Go to the Panel and open Lab on Choo-Choo Train.

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

● Say: Let me explain the things we have learned up to now.

CS Concept

● Discuss the following questions one by one to check students understanding:

■ In how many ways can the flip tool be used?

Possible Responses: 1; 2; 3

■ Which shapes will be used to make a train in MS Paint?

Possible Responses: Square; Rectangle; Circle; Any

■ Which file format requires a background colour?

Possible Responses: JPEG; GIF; PNG

■ Should the bed in your bedroom be flipped vertically?

Possible Responses: Yes; No; Maybe

● Invite answers from as many students as possible.

● Address any other doubts students may have related to the concepts presented in the slides.

● Brief students about the activity given on the Tekie panel.

● Instruct: Open MS Paint application.

● Instruct:

■ Use rectangular shapes to make the body of the train.

■ Use circles to make the wheels of the train.

■ Use squares to make its windows, and use straight lines to make rails.

■ Fill in the colour of the train using your favourite colours.

● Walk around in the classroom and observe the activity done by the students.

● Guide students to save the file and submit the file in the submission box on the Tekie platform.

● Invite some students to share their answers.

● Conclude: Today, we have learned how to use advanced tools in MS paint to draw a train.

● Instruct: Practise the same activity at home.

● If feasible, assign the project: Draw Mickey Mouse using the advanced tools in MS paint.

Story Time

Note: Use the following points to prepare for the session beforehand. Avoid reading the points in class.

In the Previous Chapter…

● Conji and Mel were on their way to school, talking about spells, when they met Eva.

● Mel used a spell to go back in time with her friends.

● In the past, Conji noticed an arrow on a signboard pointing in the wrong direction.

● They learned to use Flip in the Paint Tools menu to correct the signboard.

In this Chapter…

● It’s a beautiful sunny day in Avora.

● Mel, Conji and Eva are practising new spells at the secret block in the school.

● Conji and Eva discuss and try an invisibility spell on a small device lying on the floor.

● Conji taught the invisibility spell to Mel as well.

● Mel accidentally uses a different spell while practising, and they all vanish and reach Memory Palace where they meet Mr. Geebal and learn about Notepad.

The content covered in this chapter is aligned with the following CSTA Standard

● 1A-CS–02 Hardware and Software

● 1A-DA–05 Storage

This chapter is divided into the following classroom sessions

1. Notepad I

2. Notepad II

3. Notepad III

4. Notepad IV

5. Notepad V

6. Notepad VI

1. Notepad I

Objectives

In this session, students will learn about –

● Opening Notepad

● Saving a Notepad file

Keywords

● Notepad: a computer application which helps us write things on the computer

● Opening Notepad: finding the Notepad application on the computer and starting it

● Save: an option to permanently store a Notepad file on the computer

● File Name: a unique name we give to a file to identify it for later use

WEBS at a Glance

Recap the story and the concepts covered in the previous chapter

Read the story to be covered in the current session aloud

Discuss Notepad, opening Notepad and saving a file in Notepad

Fill up! – Q1 Find the truth! – Q1 Answer in one line! – Q1, 2

Action Plan

Warm-Up

● Recap the story covered in the previous chapter.

Conclude the session Assign the homework

min

● Read the story aloud from Panel 1 on Page 115 to Panel 3 on Page 120 up to the text, “...you about it.”

8 min Engage

● Say: Let me explain Notepad, opening it and saving a file in it.

CS Concept Explain Notepad

Opening Notepad

Save

As given in Panel 1 on Page 121

As given in Panel 2 on Page 121

As given in Panel 1 and 2 on Page 122

File Name As given in Panel 2 on Page 122

● Present the scenario: Consider that there is no pen and paper around and you have to write a paragraph about a recent sports event that has happened at your school.

● Discuss:

■ What hardware and software can you use to write this paragraph on a computer?

Possible Responses: Notepad; Keyboard; Mouse

■ What are a few steps of the process of writing in a notepad file on a computer?

Possible Responses: Open notepad; Write; Set name; Save the file

■ Can you access the file even after you have forgotten to save it after writing?

Possible Responses: No; Yes; Maybe

■ What other things can you write in the Notepad application?

Possible Responses: Toys list; Essay about school; Paragraph about best friend

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Fill up! on Page 130:

■ Say: Help Eva to brush up her Notepad skills by filling in the blanks.

■ Read Q1.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Fill in the final answer in your books.

● Conduct Find the truth! on Page 130:

■ Say: Mark the statements as true or false to complete Mr. Geebal’s test.

■ Read Q1.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Mark the final answer in your books.

● Conduct Answer in one line! on Page 132:

■ Say: Answer the following questions in one line to prove to Mel that you know about Notepad.

■ Read Q1 and 2 aloud, one by one.

■ Invite some students to share their answers.

■ Discuss and Validate their answers.

■ Write the final answers on the board for students to take notes.

■ Instruct: Write the final answers in your books.

Note

● If time permits, discuss Tick the correct answer! – Q4 or assign it as homework.

● Conclude: Today, we saw how to open Notepad, create and name a file in it.

● Ask the following probing questions:

■ Which keys can you use to write in Notepad?

Possible Responses: Alphabet keys; Number keys; Special keys

■ Can saved files in Notepad cannot be accessed?

Possible Responses: No; Yes; Maybe

● Assign the following questions as homework:

■ Tick the correct answer! – Q4

■ DIY Activity – Fill up!

2. Notepad II

Objectives

In this session, students will revise the concepts learned in the previous class.

Keywords

● Notepad: a computer application which helps us write things on the computer

● Opening Notepad: finding the Notepad application on the computer and starting it

● Save: an option to permanently store a Notepad file on the computer

● File Name: a unique name we give to a file to identify it for later use

WEBS at a Glance

Action Plan

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Say: Let’s revise what we have learned.

● Instruct: Go to the Tekie Panel and open the Lab session on Notepad II

● Show the slides given in the Tekie panel to recall the concepts covered in the previous session.

Engage

● Discuss the quiz questions given on the slides in the Tekie panel.

● Open the activity given on the Assignment section of the session.

● Explain the activity Getting started with Notepad! on the Assignment page in the panel.

● Instruct: Open Notepad and attempt the activity given on the Assignment page.

● Walk around in the classroom and observe the activity done by the students.

● Guide students if they are struggling with the activity.

Note

● If time permits, conduct the additional activity given in the Tekie panel.

Sum-Up

● Conclude: Today, we learned opening Notepad, creating and naming a file in it.

● Ask the following probing questions:

■ Open Notepad -> Save File -> Set name. Is this the correct sequence?

Possible Responses: No; Yes; Maybe

■ You are making a Notepad file for saving instructions to assemble a Lego figure. What can you name it?

Possible Responses: Lego; Lego instructions; Lego figure instructions

● If feasible, assign the following project as homework:

■ Open notepad. Create a file for helping your mother make a grocery list and save it for later use.

3. Notepad III

Objectives

In this session, students will learn about –

● Title and Menu Bar

● Menus in the Notepad application

● Formatting in Notepad

Keywords

● Title Bar: a part in the topmost part of the Notepad application that shows the file name

● Menu Bar: contains options present in the Notepad application

● Edit Menu: used to cut, copy and paste texts

● Format Menu: used to change the look of words

● Help Menu: used to get help if required, while using Notepad

● Font Style: used to change the way the text appears in Notepad

WEBS at a Glance

Recap the story and the concepts covered in the previous session

the title and menu bars and the options present in them

● Recap the story covered in the previous session.

● Say: Let me explain different bars and menus present in the Notepad application.

CS Concept Explain

Title Bar

As given in Panel 3 on Page 122

Menu Bar As given in Panel 3 on Page 122

Edit Menu As given in Panel 1 on Page 123

Format Menu As given in Panel 2 on Page 123

Help Menu As given in Panel 2 on Page 123

Font Style As given in Panel 1 on Page 124

Make Words Italics As given in Panel 2 on Page 124

● Present the scenario: Consider you are working on a Notepad document to suggest fun activities to be performed during class at school.

● Discuss:

■ What options are available for changing the look of your text in Notepad?

Possible Responses: Bold; Italics; Font Size

■ What options do we find in the Edit menu?

Possible Responses: Cut; Copy; Paste

■ What possible tasks can you perform using the Help menu?

Possible Responses: View help; Send feedback; Learn about Notepad

■ Which options can you find in the File menu?

Possible Responses: New; Open; Save; Save as; Print Setup; Print

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Fill up! on Page 130:

■ Say: Help Eva to brush up her notepad skills by filling in the blanks.

■ Read Q2, 3 and 4 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Fill in the final answers in your books.

● Conduct Answer in one line! on Page 132:

■ Say: Answer the following questions in one line to prove to Mel that you know about Notepad.

■ Read Q4 and 5 aloud, one by one.

■ Invite some students to share their answers.

■ Discuss and Validate their answers.

■ Write the final answers on the board for students to take notes.

■ Instruct: Write the final answers in your books.

Note

● If time permits, discuss Find the truth! – Q2, 5 them as homework.

Sum-Up

● Conclude: Today, we learned about Title and Menu bars and formatting text in Notepad.

● Ask the following probing questions:

■ What formatting can be done with the content of a Notepad file?

Possible Responses: Bold; Italics; Increase size

■ Which options from the various options in Notepad are used for saving a file?

Possible Responses: Save; Save as; File menu

● Assign the following questions as homework:

■ Find the truth! – Q2, 5

■ Tick the correct answer! – Q1, 2

4. Notepad IV

Objectives

In this session, students will revise the concepts learned in the previous class.

Keywords

● Title Bar: a part in the topmost part of the Notepad application that shows the file name

● Menu Bar: contains options in the Notepad application

● Edit Menu: used to cut, copy and paste texts

● Format Menu: used to change the look of words

● Help Menu: used to get help if required, while using Notepad

● Font Style: used to change the way the text appears in Notepad

WEBS at a Glance

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Say: Let’s revise what we have learned.

● Instruct: Go to the Tekie Panel and Open Lab session on Notepad IV.

● Show the slides given in the Tekie panel to recall the concepts covered in the previous session.

Engage

● Discuss the quiz questions given on the slides in the Tekie panel.

● Explain the activity given in the panel.

● Instruct: Click on the Go to Practise button on the Assignment page.

● Walk around in the classroom and observe the activity done by the students.

● Guide students if they are struggling with the activity.

Note

● If time permits, conduct the additional activity given in the Tekie panel.

Sum-Up

● Conclude: Today, we learned more about the Edit and Format Menus. We also learnt about Font styles.

● Ask the following probing questions:

■ Bold and bigger fonts can be used for ___

Possible Responses: Heading; Title; Chapter name; Topic name

■ What tasks can be performed using the File menu?

Possible Responses: Duplicating parts of text content using copy; Removing parts of text content using cut; Adding duplicated parts of text content

● If feasible, assign the following project as homework:

■ Create a file in Notepad. Type paragraphs containing names of your friends, their birthdates, their favourite animals and what you may want to give them on their birthdays.

5. Notepad V

Objectives

In this session, students will learn about –

● Find and Replace

● Minimise and Maximise

Keywords

● Find: helps us look for words in the file

● Replace: helps us replace a particular word in the file

● Maximise: helps us make the Notepad window size the same as the computer screen’s size

● Minimise: helps us decrease the Notepad window size and hide it

WEBS at a Glance

Action Plan

● Recap the story covered in the previous session.

● Say: Let me explain find, replace, maximise and minimise.

CS Concept Explain

Find

As given in Panel 3 on Page 124 and Panel 1 and 2 on Page 125

Replace As given in Panel 2 and 3 on Page 125 and Panel 1 on Page 126

Maximise As given in Panel 2 on Page 126

Minimise As given in Panel 1 on Page 127

Help Menu As given in Panel 2 on Page 123

Close As given in Panel 2 on Page 127

● Present the scenario: Consider you are working on a Notepad file to help your mother with a list of chores to do and a bunch of stuff to get for your fathers’ birthday party.

● Discuss:

■ You misheard an item brand in the list and you put in another brand name, which option will help you correct this error?

Possible Responses: Find; Replace; Find and replace

■ In which situations will you need to maximise the window?

Possible Responses: When working on a Notepad file only; When you want to increase the visibility of the file; When the file is accidentally minimised

■ In which situations will you need to use the minimise option?

Possible Responses: When working on any fullscreen application; When you want to take a break from work; When you want to hide the file you are working on

■ Can you find and replace multiple instances of an incorrect word in a file?

Possible Responses: Yes; No; Maybe

Note

● If time allows, discuss all four questions, or discuss the first two.

● Conduct Find the truth! on Page 130:

■ Say: Mark the statements as true or false to complete Mr. Geebal’s test.

■ Read Q3 and 4 aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Mark the final answers in your books.

● Conduct Match me! on Page 131:

■ Say: Help Eva to match the correct options.

■ Read options on both sides aloud, one by one.

■ Invite some students to share their answers and others to validate their peers’ answers.

■ Instruct: Match the final options in your books.

Note

● If time permits, discuss the section Fill up! – Q5 or assign it as homework.

● Conclude: Today, we learned how to find and replace text in Notepad. We also learned how to minimise and maximise Notepad.

● Ask the following probing questions:

■ Can we locate the find and replace options in the file menu?

Possible Responses: Yes; No; Maybe

■ Can we also find and replace numbers using the “Find and Replace” option?

Possible Responses: Yes; No; Maybe

● Assign the following questions as homework:

■ Fill up! – Q5

■ Tick the correct answer! – Q3

■ Answer in one line! – Q3

■ DIY Activity – Fun Time

6. Notepad VI

Objectives

In this session, students revise the concepts learned in the previous class.

Keywords

● Find: helps us look for words in the file

● Replace: helps us replace a particular word in the file

● Maximise: helps us make the Notepad window size the same as the computer screen’s size

● Minimise: helps us decrease the Notepad window size and hide it

WEBS at a Glance

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Say: Let’s revise what we have learned.

● Go to the Tekie panel and open the Lab session on Notepad VI.

● Show the slides given in the Tekie panel to recall the concepts covered in the previous session.

Engage

● Discuss the quiz questions given on the slides in the Tekie panel.

● Explain the activity given in the panel.

● Instruct: Click on the Go to Practise button on the Assignment page.

● Walk around in the classroom and observe the activity done by the students.

● Guide students if they are struggling with the activity.

Note

● If time permits, conduct the additional activity given in the Tekie panel.

● Conclude: Today, we learned how to find and replace text in Notepad. We also learned how to minimise and maximise Notepad.

● Ask the following probing questions:

■ You made a list of your friends and their favourite toys, but now one of your friends has a new favourite toy. Can you update that without checking every entry?

Possible Responses: Yes; No; Maybe

■ Which options can you use to change the size of the Notepad window you are working on?

Possible Responses: Minimise; Maximise

● If feasible, assign the following project as homework:

■ Assume that in the Notepad file which contains your friends’ names, birthdates, favourite animals and gift suggestions, some of your friends now have new favourite animals. Use find and replace to update the information.

Introduction to Coding

The content covered in this chapter is aligned with the following CSTA Standard

● 1A-AP–08 Algorithms

● 1A-AP–10 Control

This chapter is divided into the following lab sessions

1. Introduction to Coding

2. Drag and Drop

3. Command and Sequence

4. Puzzle Code Studio

1. Introduction to Coding

Objectives

In this session, students will learn about –

● Coding

● Purpose of Learning Coding

● Block-based Coding

Keywords

● Coding: telling the computer what to do in a language the computer understands

● Block-based Coding: a drag-and-drop learning environment to code animated stories or games

WEBS at a Glance

Introduce students to the word “Coding” Discuss the key concepts covered Conduct the “Build a house” scenario Conclude the concepts

● Say: Today, we will learn about Coding. What does the word “coding” mean?

● Invite 1 or 2 responses from the students, but don’t give the correct answer yet.

● Say: Let’s read the chapter story to understand in simple words and we will come up with a definition of “coding” afterwards.

● Read the text aloud on page 1

● Say: Computers do not understand human languages. That is why we need to learn to code so that we can communicate with computers.

● Explain the following concepts –

Coding

Why should we learn coding?

Block-Based Coding

As given on Pages 1 and 2

As given on Page 3

As given on Page 4

● Draw one triangle and two rectangles of different shapes on the board.

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

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

2. Once most of the students have drawn the house, summarise the learning outcomes as follows –

■ Blocks in block-based coding are like the shapes given to you.

■ Just as you have simply arranged the shapes to build a house, we have to arrange the blocks to make computers do a task. That is Block Coding.

■ Block-based coding is fun and easy to learn.

● Conclude: Today, we learned about Coding. We were introduced to a coding method called block-based coding.

● Ask the following probing questions:

■ Do you think a computer would understand my instructions if I gave the instructions in any language?

Possible Responses: Yes; No

Explanation: No. The computer would not understand all the languages. It would only understand my instructions if I used the language the computer understands.

■ How would learning coding help us?

Possible Responses: Understand problems; Think of solutions; Make a computer do a task; Solve a question in many ways

2. Drag and Drop

Objectives

In this session, students will learn about –

● Drag and Drop

● Jigsaw Puzzle

Keywords

● Code.org: an educational platform where we learn how to code

WEBS at a Glance

Warm-Up Engage Build Sum-Up

Revise the concepts from the previous coding class

Tell them about Code.org

Show the video “Drag and Drop” on the panel

Discuss the key concepts covered

Attempt the Puzzle-Solving Challenge

Conclude the concepts

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Revise the concepts learned in the previous class.

● Introduce Code.org and help the students log in.

● Show the video “Say Hi to Koi!” in the panel and discuss the key concepts covered.

● Help the students to open the activity under the heading “Solve the Jigsaw Puzzle” on the panel.

● Discuss the Activity and show them how to Drag and Drop.

● Help the students open the activity under the heading “Puzzle-Solving Challenge”

● Allow them some time to complete the challenge.

● Invite answers from as many students as possible.

● Walk around in the classroom and observe the activity done by the students.

Sum-Up

2 min

● Conclude: Today, we have learned how to Drag and Drop in the Code.org platform. Additionally, we have solved the Jigsaw puzzle.

3. Command and Sequence

Objectives

In this session, students will learn about –

● Commands

● Sequences

Keywords

● Commands: instructions given to the computer to do something

● Sequences: more than one command in an order

WEBS at a Glance

Revise the concepts from the previous coding class

Show the video “Introduction to Sequencing” on the panel Discuss the key concepts covered

Attempt the activities related to Sequencing on the panel

Conclude the concepts Assign homework

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Revise the drag-and-drop functionality learned in the previous class.

● Help the students to go to the Panel and open the Lab on Introduction to Sequencing.

● Play the video “Koi gets late for class” on the panel. Let the students watch the complete video.

● Discuss the concepts of Commands and Sequences.

● Discuss Practice questions 1 and 2 given on the Panel.

● Invite answers from as many students as possible.

● Discuss the Practice questions from the Picture Sequencing given on the Panel.

● Ask the students to attempt the question on their own.

● Invite answers from as many students as possible.

● Walk around in the classroom and observe the activity done by the students.

● Conclude: Today, we have learned about Commands and Sequences.

● Instruct: We should practice Q1 on page 14 in the book as homework.

4. Puzzle Code Studio

Objectives

In this session, students will learn about –

● Puzzle Code Studio

Keywords

● Play Area: the area where the program will run

● Workspace: where you will drag the blocks from Toolbox to code

● Instructions: steps to solve the problem

Revise the concepts from the previous coding class

Introduce the students to Puzzle Code Studio

Explain the parts, one by one

Discuss and attempt the coding challenge Conclude the concepts

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Revise the concept of Command and Sequences which we learned in the previous class.

● Help the students open the Puzzle Code Studio.

● Highlight and Explain the parts, one by one.

● Discuss the concepts of Fixed Sequences and Flexible Sequences.

● Discuss the Example questions given on page number 16 and 17.

● Explain and Invite answers from as many students as possible.

● Help the students to open the Activity as given on Page 18 in the book.

● Attempt the Coding Challenge with students.

● Walk around in the classroom and observe the activity done by the students.

2 min

● Conclude: Today, we have learned about Puzzle Code Studio

Actions

The content covered in this chapter is aligned with the following CSTA Standards

● 1A-AP-11 Modularity

● 1A-AP-12 Program Development

This chapter is divided into the following classroom and lab sessions

1. Algorithms and Story Building

2. Tour of Sprite Lab

3. Creating a Scene

4. Adding Moving Behaviour

1. Algorithms and Story Building

Objectives

In this session, students will learn about –

● Introduction to algorithms

● Elements of a story

Keywords

● Algorithm: set of steps given in an order to solve a problem

WEBS at a Glance

Introduce the students to what an algorithm is, how it helps us. Talk about the elements of a story

● Say: Today, we will learn about algorithms and how a story is built.

● Say: Let’s read the chapter to understand in simple words and then we can discuss the meaning of algorithms better.

● Read the text aloud on Page 19 and Page 23

● Say: Any problem needs to be broken down into steps to solve it properly. Similarly every story can be broken down into a few basic elements that make it enjoyable.

● Explain the following concepts. CS Concepts Explain

Algorithm

5 elements of a story

As given on Page 20

As given on Page 22

● Present this scenario for the students: You and your dad want to make a special Mother’s Day breakfast for your mom. You decide to make pancakes as they are your mom’s favourite. You and your dad start cooking together in the kitchen.

● Discuss:

■ Can you identify the characters in this story?

Possible Responses: Mom; Dad; Myself

■ Where is the story set and at what time?

Possible Responses: House; Kitchen; On Mother’s Day; In the morning; Before breakfast

■ What is the main problem in the story?

Possible Responses: Making the breakfast; Cooking

■ Write the algorithm to solve this problem.

Possible Responses: Make the pancake batter → Switch on the stove → Grease the pan → Pour some batter in → Let it cook → Flip → Arrange on a plate

● Write the steps as discussed on the board so the students can connect the steps.

● Conclude: Today, we learned about how to build a story, identify a problem and write an algorithm to solve the problem.

● Ask the following probing questions: (Conduct this activity only if time permits)

■ Why do you think algorithms are important?

Possible Responses: Make the problem easy to solve; Give steps to solve the problem

■ What are the five elements of a story?

Possible Responses: Character; Setting; Time; Problem; Solution

2. Tour of Sprite Lab

Objectives

In this session, student will learn about –

● What is a sprite

● Familiarise themselves with Sprite lab

● Set up a scene

Keywords

● Algorithm: set of steps given in an order to solve a problem

● Sprite: a character used in coding

WEBS at a Glance

Recap the concepts from previous sessions

Tell the students about “Sprite Lab”

Show the video “Tour of Sprite Lab”

Discuss the key concepts covered

Encourage the students to open Sprite Lab on their computers as they browse around

Conclude the session

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Say: Let’s learn about Sprites.

● Read from Page 24 to Page 28.

● Say: Let’s learn about sprites and setting a scene. CS

What is a Sprite

Sprite Lab

Set up a scene

As given on Page 24

Show the video on “Tour of Sprite Lab” and explain

As given on Page 28

● Encourage the students to open Sprite Lab, sign in and look at the basic workspace.

● Discuss the steps to set up a scene using an algorithm.

● Present the scenario on Page 28 and discuss.

● Conclude: Today we learnt what sprites are, how Sprite Lab works, and what the steps are that we need to set up a scene.

● Ask the following probing questions: (Conduct this activity only if the time permits)

■ What are characters in coding called?

Possible Responses: Sprites

■ What is the first step to setting a scene?

Possible Responses: Character; Set/Add background

3. Creating a Scene

Objectives

In this session, students will learn practically how to create a scene in Sprite Lab.

Keywords

● Algorithm: set of steps given in an order to solve a problem

● Sprite: a character used in coding

WEBS at a Glance

Recap the concepts from previous sessions Show the video on “Creating a scene” Discuss the steps shown

Conduct the Activity given on the panel Conclude

Action Plan

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students and recap the concepts learnt.

● Help the students open the Lab in the panel on Creating a Scene.

● Play the video in the panel related to this topic

● Discuss the steps explained in the video.

● Conduct the activity given in the Coding Booklet from Page 29 to Page 36:

■ Explain the activity to the students.

■ Instruct: Click on the Practice button on the Assignment page to attempt the activity.

■ Instruct: Click on the Attempt button to open the activity page.

■ Walk around in the classroom and observe the activity done by the students.

■ Assist the students if any of them are struggling.

● Conclude: Today, we learnt about setting up a scene in Sprites Lab.

● Ask the following probing questions:

■ What are the two elements that make up a scene in Sprite Lab?

Possible Responses: Background; Sprites

■ How do you change the location of a sprite?

Possible Responses: Move the cursor on the play area and click where you want to place the sprite

4. Adding Moving Behaviour

Objectives

In this session, students will learn how to add moving behaviour to sprites.

Keywords

● Algorithm: set of steps given in an order to solve a problem

● Sprite: a character used in coding

WEBS at a Glance

Recap the concepts from previous sessions

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students and recap the concepts learnt.

● Help the students open the Lab on the panel on Add Moving Behaviour.

● Play the video on the panel related to this topic.

● Discuss the steps explained in the video.

● Conduct the activity given in the Coding Booklet from Page 37 to Page 40

■ Explain the activity to the students.

■ Instruct: Click on the Practice button on the Assignment page to attempt the activity.

■ Instruct: Click on the Attempt button to open the activity page.

■ Walk around in the classroom and observe the activity done by the students.

■ Assist the students if any of them are struggling.

● Conclude: Today, we learnt about adding moving behaviour to sprites.

● Ask the students to practise what has been covered in this chapter at home.

Events

The content covered in this chapter is aligned with the following CSTA Standard

● 1A-AP-11 Modularity

● 1A-AP-12 Program Development

This chapter is divided into the following lab and classroom sessions

1. Defining an Event

2. Adding Events to the Story

3. Practice Activity

1. Defining an Event

Objectives

In this session, students will learn about –

● What is an event

● How to define an event

Keywords

● Event: a situation that creates an appropriate action

● Action: result of an event

WEBS at a Glance

Action

Plan

● Say: Today, we will learn about Events and Actions.

● Say: Let us read the chapter story to understand it in simple words and then we can define an event better.

● Read the text aloud from Page 41 to Page 43.

● Say: Event tells us when action will happen.

● Explain the following concepts

Event and actions

Defining an event

CS Concept Explain

As given on Pages 41 and 42

min

● Present this scenario for the students: You and your best friend meet in a park. When you shake hands with your friend, he says “Hello!”

● Discuss:

■ Q1 Can you identify the Sprites?

Possible Responses: Friend; Myself

■ Q2 What is the background for the setting?

Possible Responses: Park; Garden

■ Q3 What is the event?

Possible Responses: Meeting; Shaking hands

■ Q4 Define the event and its action in an algorithm.

Possible Responses: When I touch a friend → friend says hello

● Write the steps as discussed on the board so that students can connect the steps.

2 min

● Conclude: Today, we learned about events and actions.

2. Adding Events to the Story

Objectives

In this session, students will practically apply what they learned from the last class using Sprite Lab.

Keywords

● Event: a situation that creates an appropriate action

● Action: result of an event

WEBS at a Glance

Recap the concepts from previous sessions. Show the video on the panel on “Adding Events” Discuss the key concepts covered

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students and recap the previous session.

● Help the students open the Lab on the panel on Adding Events.

● Play the video on the panel related to this topic.

● Discuss the steps explained in the video.

● Conduct the activity given in the Coding Booklet from Page 44 to Page 48

■ Explain the activity to the students.

■ Instruct: Click the Practice button on the Assignment page to attempt the activity.

■ Instruct: Click on the Attempt button to open the activity page.

■ Walk around in the classroom and observe the activity done by the students.

■ Assist the students if any of them are struggling.

● Conclude: Today we learned how to add events and actions in Sprite Lab.

3. Practice Activity

Objectives

In this session, students will apply their knowledge in a new practice activity.

Keywords

● Event: a situation that creates an appropriate action

● Action: result of an event

WEBS at a Glance

Recap the concepts from previous sessions Discuss the concepts the students will practice Conduct the Activity given in the panel

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students and recap the concepts learnt.

● Discuss the following activity:

● In this activity we have two sprites – a bear and a bee.

● These sprites will interact with each other.

■ The bee will touch the bear.

■ The bear will respond with “Ouch!”

● Conduct the activity given in the Panel.

■ Explain the activity to the students.

■ Instruct: Click the Practice button on the Assignment page to attempt the activity.

■ Instruct: Click on the Attempt button to open the activity page.

■ Walk around in the classroom and observe the activity done by the students.

■ Assist the students if any of them are struggling.

● Conclude: Today, we practiced adding events and actions.

Loops

The content covered in this chapter is aligned with the following CSTA Standards

● 1A-AP-10 Control

● 1A-AP-12 Program Development

This chapter is divided into the following classroom and lab sessions

1. Loops and Repeat Loops

2. Repeat Loop

3. Draw Waves

4. For Loop

5. Turn a Garden into a Castle

1. Loops and Repeat Loops

Objectives

In this session, students will learn about –

● A loop and its definition

● Repeat loop and its use

Keywords

● Loop: an action of doing something over and over again

WEBS at a Glance

● Say: Today, we will learn about loops and repeat loops.

● Say: Let us read the chapter to understand in simple words and then we can discuss the meaning of loops better.

● Read the text aloud from Page 49 to Page 53.

● Say: Loops help us repeat a task as many times as we require.

● Explain the following concepts.

Loop

Definition of a loop

Repeat loops

CS Concepts Explain

As given on Page 49

As given on Page 50

As given on Page 51 and Page 52

min

● Present this scenario for the students: Your local ATM only carries only 500-rupee notes. Your dad wants to withdraw 2000 rupees.

● Discuss:

■ What software is the ATM machine using that decides how many notes to give out?

Possible Responses: Loop; Repeated counting

■ How many notes will the machine give out?

Possible Responses: Four

■ How does the machine know when to stop?

Possible Responses: When the notes given out are equal to 2000 rupees together

■ Define this loop used by the ATM software

Possible Responses: 1. Give out 500-rupee notes 2. Stop when the value is equal to 2000 rupees

● Write the conditions as discussed on the board so that the students can connect them.

min

● Conclude: Today, we learned how loops work and what defines a loop.

Objectives

In this session, students will learn to apply their knowledge of the loop practically with an activity.

Keywords

● Loop: an action of doing something over and over again

WEBS at a Glance

Recap the concepts from previous sessions. Show the video on “Draw Lines”

Encourage the students to open the link mentioned in the Coding Booklet on their computers as they browse around

Action

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students and recap the concepts learnt.

● Help the students open the Lab in the panel on Draw Lines.

● Play the video in the panel related to this topic.

● Discuss the steps explained in the video.

● Conduct the activity given in the Coding Booklet from Page 54 to Page 56.

■ Explain the activity to the students.

■ Instruct: Click on the Practice button on the Assignment page to attempt the activity.

■ Instruct: Click on the Attempt button to open the activity page.

■ Walk around in the classroom and observe the activity done by the students.

■ Assist the students if any of them are struggling.

● Conclude: Today we learnt how to use loops and create them.

3. Draw Waves

Objectives

In this session, students will learn how to use loops to draw waves.

Keywords

● Loop: an action of doing something over and over again

WEBS at a Glance

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students and recap the concepts learnt.

● Help the students open the Lab on the panel on Draw Waves.

● Play the video on the panel related to this topic.

● Discuss the steps explained in the video.

● Conduct the activity given in the Coding Booklet from Page 57 to Page 59.

■ Explain the activity to the students.

■ Instruct: Click the Practice button on the Assignment page to attempt the activity.

■ Instruct: Click on the Attempt button to open the activity page.

■ Walk around in the classroom and observe the activity done by the students.

■ Assist the students if any of them are struggling.

● Conclude: Today, we learnt how to draw waves using loops.

4. For Loop

Objectives

In this session, students will learn about –

● For Loop

● Parameters of For Loop

Keywords

● Loop: an action of doing something over and over again

WEBS at a Glance

Recap the concepts from previous sessions

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students.

● Read from Page 61 to Page 63

12 min Engage

● Say: Let us learn about For Loop with examples

CS Concept Explain

For Loop

Parameters of For Loop

As given on Page 61 and Page 62 up to “A For Loop is…interval”

As given on Page 63

● Conduct the practice activity given in the Coding Booklet on Page 63.

■ Explain the activity to the students.

■ Invite some responses from the students.

■ Discuss and validate.

■ Instruct the students to write the answers in the booklet.

● Conclude: Today, we learnt about the For Loop.

5. Turn a Garden into a Castle

Objectives

In this session, students will learn how to apply the knowledge of For Loop practically in an activity.

Keywords

● Loop: an action of doing something over and over again

WEBS at a Glance

Action Plan

● Say: Do you remember what we learned in the previous session?

● Invite responses from some students and recap the concepts learnt.

● Help the students open the Lab on the panel on Turn Garden into Castle.

● Read the contents on Page 64 and discuss the steps to write an algorithm for the scenario given.

● Play the video on the panel related to this topic.

● Discuss the steps explained in the video.

● Conduct the activity given in the Coding Booklet from Page 65 to Page 69.

■ Explain the activity to the students.

■ Instruct: Click on the Practice button on the Assignment page to attempt the activity.

■ Instruct: Click on the Attempt button to open the activity page.

■ Walk around in the classroom and observe the activity done by the students.

■ Assist the students if any of them are struggling.

● Conclude: Today, we learnt how to turn a Garden into a Castle.

● Ask the students to practice what has been covered in this chapter at home.

Debugging

The content covered in this chapter is aligned with the following CSTA Standard

● 1A-AP-14 Program Development

This chapter is divided into the following lab sessions

1. Debugging and Practice

1. Debugging and Practice

Objectives

In this session, students will learn about –

● Bugs

● Debugging

● Learn how to debug a code

Keywords

● Bugs: errors in the code

● Debug: finding and correcting bugs in the code

WEBS at a Glance

Recall the concepts covered in the previous coding chapter

Play the video given in the panel to introduce the concepts to be covered in this session

Discuss the meaning of bugs and debugging. How to debug a code

Conduct the activity given in the panel

Conclude the session Assign homework

● Say: Do you remember what we learned in the previous chapter?

● Invite responses from some students and recap the concepts learnt.

● Play the video in the panel related to this topic.

● Discuss the concepts explained in the video.

● Discuss the Quiz questions given in the Panel.

● Invite answers from as many students as possible.

● Conduct Practice Activity – Example given in the Coding Booklet from Page 74 to Page 79

■ Explain the activity to the students.

■ Instruct: Click the Practice button on the Assignment page to attempt the activity.

■ Instruct: Click on the Attempt button to open the activity page.

■ Walk around in the classroom and observe the activity done by the students.

■ Assist the students if any of them are struggling.

■ Instruct: Click on the Yes button to submit the activity.

Note

● If time permits, conduct the additional activity given in the Coding Booklet from Page 80 to Page 82

● Ask the following probing questions:

■ Q1 When a programmer says she is debugging the code, what exactly does she mean?

Possible Responses: She is finding the errors in the code (bugs) and correcting them; She is looking at what could have gone wrong; She is trying to find out why the program is not working

■ Q2 How do we know when to debug a code?

Possible Responses: When we do not get the correct/desired/needed outcome; When the program does not work correctly?

● Assign the following project as homework:

■ Practice the activity given in the Coding Booklet from Page 83 to Page 84

Note

● The project is optional. Assign it if feasible.

About this teacher manual

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

‘WEBS’ Framework

W E B S Warm-Up Engage Build Sum-up

Special features

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

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

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

About Uolo

Uolo partners with K12 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 8,000 schools with more than 3 million learners across India, South East Asia, and the Middle East.