Old_ICSE_Computer Science_G4_Teacher Manual

Teacher Manual

Grade 4

COMPUTER SCIENCE

1. Basics of Google Slides I

2. Basics of Google Slides II

3. Using Tools and Adding Text I

4. Using Tools and Adding Text II

IDEA CENTRE CHRONICLES

Computer Memory and Storage 1

Story Time

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

In the Previous Grade…

● Mel and Conji are in a spaceship returning from the Memory Palace.

● Mel and Conji decided to explore foreign land.

● Whenever they got confused, they turned to the elders for guidance.

● A wizard named Lord Ero used to practise dark magic and considered himself the Dark Lord.

● Lord Ero didn’t want robots to learn magic.

In this Chapter…

● Mel, Conji and Eva are building a powerful weapon.

● The weapon goes missing.

● Lord Ero gets hold of the weapon.

● They seek help from the Elders.

● Eva is also missing.

● Everyone doubts that Eva has joined hands with Lord Ero.

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

● 1B-CS–01 Computer Systems

This chapter is divided into the following classroom sessions

1. Introduction to Computer Memory

2. Types of Computer Memory – I

3. Types of Computer Memory – II

1. Introduction to Computer Memory

Objectives

In this session, students will learn about –

● Computer Memory

● How a Computer Stores Data

● Units of Data

Keywords

● Computer Memory: space where we store data and instructions in a computer

● Binary Digits: unit of binary information (0 or 1) stored in a computer

WEBS at a Glance

Read or Invite students to read the story ahead aloud

Discuss computer memory and units of data

Full Forms - Q4

This or that? - Q1, 2

What am I? - Q1, 2, 3

Conclude the concepts Assign homework

● Introduce the characters given on the Meet the Characters page.

● Brief the story so far.

● Read or invite 4 students to read the story aloud from Page 1 to Panel 1 on Page 4 up to Mel’s word . . . “megabytes and gigabytes.”

● Say: Let me explain what computer memory is.

CS Concepts

Computer Memory

Binary Digits

Units of Data

As given on Panel 4 on Page 2

As given on Panel 1 on Page 3

As given on Panel 1 on Page 4

● Present the scenario: Consider your elder cousin is storing some data on his phone and his phone has 1 GB of storage space left.

● Discuss:

■ Would he be able to download a video of 2048 MB?

Possible Responses: Yes; No

Explanation: No. Here’s the calculation: 2048 MB = 2048 / 1024 GB = 2 GB

As we have only 1 GB storage space, he will not be able to download the video.

■ Would he be able to download an image of 1024 KB?

Possible Responses: Yes; No

Explanation: Yes. Here’s the calculation: 1024 KB = 1024 / 1024 MB = 1 MB = 1/1024 GB

This is a fraction of a GB. As he has only 1 GB storage space, he will be able to download the image.

■ Why is it important to remove unused or unimportant data from the computer or phone?

Possible Responses: If we store a lot of unused data in our machine, we will not have space left for the important data

● Conduct Full Forms on Page 9:

■ Say: Let’s help Mel write the full forms of the given abbreviations.

■ Read Q4 aloud.

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

■ Instruct: Write the final answers in your books.

● Conduct This or that? on Page 9:

■ Say: Let’s help Conji to tick the correct answer of the following questions.

■ Read Q1, 2 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Tick the correct option in your books.

● Conduct What am I? on Page 10:

■ Say: Let’s help Conji identify the storage devices.

■ Read Q1, 2 and 3 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, discuss Find the odd one out – Q3 or assign it in the homework.

● Conclude: Today, we learned about computer memory, binary digits and units of data.

● Ask the following probing questions:

■ Is 5 a binary digit?

Possible Responses: Yes; No

Explanation: No. Only 0 and 1 are binary digits.

■ Which of the files is larger in size – a 1 MB file or a 512 KB file?

Possible Responses: 1 MB file; 512 KB file

Explanation: 1 MB file is the larger file.

512 KB = 512 / 1024 MB = 0.5 MB

2. Types of Computer Memory - I

Objectives

In this session, students will learn about –

● Types of Computer Memory

● Primary Memory and its types

Keywords

● Primary Memory: main Memory of a computer (also known as Internal Memory)

● RAM: RAM (Random Access Memory) stores the information about active programs on a computer

● ROM: ROM (Read Only Memory) tells the computer what to do when we start the computer

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

● Read or invite 4 students to read the story aloud from Panel 2 on Page 4 to Panel 2 on Page 5 up to the text, “The information . . . switched off.”

● Say: Let me explain what computer memory is.

Computer Memory and Storage

● Discuss:

■ The computer needs some programs to switch on properly. Where should the computer store these programs, in RAM or in ROM?

Possible Responses: ROM

Explanation: In ROM, because the files do not get deleted from ROM, whereas RAM clears every time we switch off the computer.

= 1/1024 GB

■ RAM is also called volatile memory. Why do you think it is called a volatile memory?

Explanation: In real life, volatile means something that evaporates at normal temperatures. Examples of volatile elements are — deodorants, hair sprays, room fresheners, etc. In computer science, RAM is called volatile memory because every time we switch off the computer, RAM’s contents get erased, just like something volatile would evaporate with no trace.

10 min

Build

● Conduct Full Forms on Page 9:

■ Say: Let’s help Conji write a sentence with full forms of the given abbreviations.

■ 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 the final answers in your books.

● Conduct This or that? on Page 9:

■ Say: Let’s help Conji to tick the correct answers to the following questions.

■ Read Q5 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.

● Conduct Match the following on Page 11:

■ Say: Let’s help Conji match the following items to their appropriate options.

■ Read Questions aloud.

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

■ Instruct: Match the correct answers in your books.

● Conduct What am I? on Page 10:

■ Say: Let’s help Conjii identify the storage devices.

■ Read Q1, 2 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, discuss Find the odd one out or assign it as homework.

● Conclude: Today, we learned about primary memory, RAM and ROM.

● Ask the following probing questions:

■ The full-form of ROM is Read-Only memory. What is the significance of this name?

Possible Responses: The data stored in ROM is read-only. That means this data can only be read, it cannot be modified

■ Can the data stored in RAM be modified?

Possible Responses: Yes

Explanation: The data stored in RAM can be changed by running a program or performing actions on the computer.

3. Types of Computer Memory - II

Objectives

In this session, students will learn about –

● Secondary Memory

● Cloud Storage

Keywords

● Secondary Memory: external memory attached to a computer to store data and information

● Cloud Storage: data is stored over the internet in some distant device

WEBS at a Glance

Warm-Up

Recap the story Revise the primary memory

Read or Invite students to read the story ahead aloud

Discuss secondary memory and cloud storage

Full Forms – Q3

Conclude the concepts

● Recap the story and concepts covered in the previous class.

● Read or invite students to read the story aloud on Panel 3 on Page 5 from “Secondary Memory” to Page 7 up to the text “Basically, the data . . . connecting to the internet.”

● Say: Let me explain what Secondary memory is.

CS Concepts Explain

Secondary Memory

Pen Drive

Cloud Storage

As given on Page 5 – 6

As given on Page 6

As given on Page 7

● Discuss:

■ What kind of memory do you think is faster, primary memory or secondary memory?

Possible Responses: Primary memory

Explanation: Primary memory is faster than secondary memory. Primary memory stores all the important data which is essential for the computer to run. We know that RAM holds data about all the active programs whereas ROM holds all the essential routines. Hence, primary memory is faster so that our computer can process smoothly.

■ My data is stored in cloud storage. Does that mean my data is floating around in a real cloud which brings rain?

Possible Responses: Yes; No; Maybe; Not sure

Explanation: No. Data is not stored in a real physical cloud. Data is actually in some distant device. We can access this data using the internet.

● Conduct Full Forms on Page 9:

■ Say: Let’s help Conji write a sentence with full forms of the given abbreviations.

■ Read Q3 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the final answers in your books.

● Conduct This or that? on Page 9:

■ Say: Let’s help Conji to tick the correct answers to the following questions.

■ Read Q3 and 4 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 What am I? on Page 10:

■ Say: Let’s help Conjii identify the storage devices.

■ 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, discuss Find the odd one out - Q1 or assign it as homework.

Sum-Up

● Conclude: Today, we learned about secondary memory and cloud storage.

● Ask the following probing question:

■ Can we run the computer without primary memory?

Possible Answers: Yes; No; Maybe

Explanation: No. Because primary memory holds all the essential routines to run a computer. So, we cannot run the computer without primary memory.

min

min

GUI Operating System–Desktop Management 2

Story Time

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

In the Previous Chapter…

● Lord Ero stole the weapon that Eva was helping Mel and Conji to make.

● The Elders suggested that Eva could be working for Lord Ero.

● Mel and Conji headed towards their class to discuss the elixerum potion.

● Mel told Conji how computers can store data.

In this Chapter…

● Mel and Conji talk about personalising computers.

● Mel explains the Operating System to Conji.

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

● 1B-CS–02 Hardware & Software

This chapter is divided into the following classroom and lab sessions

1. GUI Operating System - I

2. GUI Operating System - II

3 GUI Operating System - III

4. GUI Operating System - IV

1. GUI Operating System - I

Objectives

In this session, students will learn about –

● Operating system

● GUI

Keywords

● Operating system: acts as a bridge between the computer and the user, and makes hardware devices and programs work properly

● GUI: graphical User Interface and it allows users to give instructions to the computer using icons

Recap the story and the concepts covered in the previous session Read or Invite the students to read the story aloud

Action Plan

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

● Say: Today, we will be learning about the operating system and GUI.

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

● Read or Invite 3 students to read the story aloud from Page 13 to Panel 1 on Page 16 up to the words “latest version.”

Engage

● Say: We will be learning about the operating system and GUI while reading the story.

CS Concepts Explain

Operating system

As given in Panel 3 on page 14

GUI As given in Panel 3 on Page 15

12 min

● Present the scenario: Consider that your dad bought a new computer for you.

● Discuss:

■ What is the difference between OS and GUI?

Possible Responses: Operating system is a bridge between user and computer; GUI is a user interface

■ When was the first-ever operating system developed?

Possible Responses: 1950s

■ What are the uses of Computers?

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

■ What is the full form of GUI?

Possible Responses: Graphical User Interface

Note

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

● Conduct Expand and Define on Page 28:

■ Say: Let’s help Mel find out the full forms of the given abbreviations.

■ Read Q1, 2 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the final answer.

● Conclude: Today, we learned about operating systems and GUI.

● Ask the following probing questions:

■ What allows us to give instructions to the computer using icons?

Possible Responses: Operating system; GUI

■ What was the generation of the personal computer developed in the 1980s and 1990s?

Possible Responses: Fourth generation

2. GUI Operating System - II

Objectives

In this session, students will learn about –

● Desktop

● Taskbar

● Cortana

Keywords

● Desktop: main screen we see when we turn on the computer

● Taskbar: bar at the bottom of the screen where the start menu and currently running applications are placed WEBS

Recap the story and the concepts covered in the previous session Read or Invite the students to read the story aloud

Discuss Desktop, Taskbar, Cortana Let’s Number them: Q1 Conclude the session

Action Plan

Warm-Up

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

● Say: Today, we will be learning about Desktop, Taskbar and Cortana.

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

● Read or Invite 3 students to read the story aloud from Panel 3 on Page 16 to Panel 2 on Page 18 up to the words “....network connectivity.”

● Say: We will be learning about Desktop, Taskbar and Cortana.

CS Concepts Explain

Desktop

Taskbar

Power button

Cortana

List of shortcuts

Notification

As given in Panel 3 on Page 16

As given in Panel 3 on Page 16

As given in Panel 2 on Page 17

As given in Panel 1 on Page 18

As given in Panel 2 on Page 18

As given in Panel 2 on Page 18

● Present the scenario: Consider that you have turned on the new computer that you got on your birthday.

● Discuss:

■ What do we call the main screen of the computer?

Possible Responses: Desktop

■ Where can you see your currently running applications?

Possible Responses: Taskbar

■ What button is used to put the computer in sleep mode?

Possible Responses: Sleep button; Power button

■ What is the name of the virtual assistant that helps us in multiple-task operations?

Possible Responses: Cortana

Note

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

● Conduct Let’s Number them on Page 26:

■ Say: Let’s help Mel to add correct numbering to the task.

■ 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.

● Conclude: Today, we learned about Taskbar and Cortana.

● Ask the following probing questions:

■ Where can you find the updates and notifications like incoming emails?

Possible Responses: Notification area; Computer

■ Which option can be used to change the computer’s settings?

Possible Responses: Start button; Settings button

3. GUI Operating System - III

Objectives

In this session, students will learn about –

● Steps to change date and time

● How to add an application to taskbar

Keywords

● Tekie learning app: where teachers can teach students how to change date and time on the computer

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Activity Conclude the session 5 min 8 min 14 min 3 min

learning platform Let’s

Action Plan

● Invite responses from some students.

● Say: Today, we will be learning about steps to change the date and time.

● Instruct: Go to the Panel and open Lab on Intro to GUI operating system III

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

● Invite answers from students for the questions given on the slides and validate them.

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

■ Is it possible to change the date and time on your computer’s taskbar? (True/False)

Possible Responses: True; False

■ Which option in the taskbar can be used to change the date and time settings on your computer?

Possible Responses: Clock; Calendar; Date and Time; Settings

■ Which steps can you follow to change the taskbar position on your computer screen?

Possible Responses: Right-click on the taskbar, choose “Taskbar Settings,” and select the desired position; Drag the taskbar to a different location by clicking and holding on it

■ Is it possible to customize the appearance of the taskbar on your computer? (True/False)

Possible Responses: True; False

Build 14 min

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

■ Explain the activity change the date and time.

■ Instruct: Activity on the computer.

■ Say: Let’s perform the activity.

■ Read the steps aloud.

■ Instruct: Complete the Activity.

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

■ Guide students if they are struggling with the activity.

● If time permits, conduct - Let’s Number them on Page 26:

■ Say: Let’s help Mel to add the right number.

■ Read Q2 aloud.

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

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

Sum-Up

● Conclude: Today, we learned about how to change data and time.

● Ask the following probing questions:

■ Which option can be used to change the date and time?

Possible Responses: Date and time button; Date button

■ Is it possible to change the date and time of the computer? (T/F)

Possible Responses: True; False

3 min

4. GUI Operating System - IV

Objectives

In this session, students will learn about –

● Shortcuts

● Steps to create a shortcut

Keywords

● Shortcut: quick and efficient ways to perform tasks

WEBS at a Glance

Recap the story and the concepts covered in the previous session

Read or Invite the students to read the story

Action Plan

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

● Say: Today, we will be learning about Shortcuts, Steps to create a shortcut.

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

● Read or Invite 3 students to read the story aloud from Panel 2 on Page 22 to Page 24.

Engage

● Say: We will be learning about shortcuts, and steps to create a shortcut while reading the story.

CS Concepts Explain

Shortcuts

Steps to create a shortcut

As given in Panel 2 on Page 22

As given in Panel 2 on Page 23 to Page 24

● Present the scenario: Consider that you see your father opening his email by using the shortcut menu.

● Discuss:

■ What can be used to access files easily?

Possible Responses: File access; Shortcut

■ What option can we use to open Google Chrome easily?

Possible Responses: Tap on the Google icon

■ What is the benefit of using shortcuts?

Possible Responses: Easy to use; Faster access

■ Is it possible to create shortcuts for any applications?

Possible Responses: Yes; No

Note

● If time permits, discuss “Where do I belong?”

● Conduct Expand and Define on Page 28:

■ Say: Let’s help Mel to find out the full forms of the given abbreviations.

■ Read Q3 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the final answer.

● Conduct Let’s Number them on Page 27:

■ Say: Let’s help Mel add the right number.

■ Read Q3 aloud.

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

■ Instruct: Write the final answer in your books.

● Conclude: Today, we learned about Shortcuts and steps to create a shortcut.

● Ask the following probing questions:

■ Why do we use shortcuts?

Possible Responses: Access an application faster

■ What are the steps to create a shortcut?

Possible Responses: Go to the search bar; Double click on the application

Features of File Management 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…

● Lord Ero sees Eva practising magic at a distance.

● Mel discussed about operating systems and how Conji can customise his desktop.

● Conji and Mel discussed the first computer.

● Mel shared with Conji that how he can change the date and time.

In this Chapter…

● Conji tells Mel that he is not able to contact Eva.

● Mel tells him that Eva is headed home for a while.

● Both discuss Eva’s secretive nature.

● They start working together on a document.

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

● 1B-CS–02 Hardware & Software

This chapter is divided into the following classroom sessions

1. File Management I

2. File Management II

Objectives

In this session, students will learn about –

● Cut, Copy, Paste

● Recycle Bin

● Sorting

● Rename Files and Folders

Keywords

● Cut: removing text, files or folders to add somewhere else

● Folders: storage space or containers where many files can be stored and organised

● Sorting: process of categorising based on some property

● Recycle Bin: location where all deleted files are stored

● Copy Files: making a replica of files

● Cut Files: removing files from one folder to add them to another folder

● Paste Files: adding the cut or copied files to a folder

● Select All: process of choosing all the files present in a folder

● Rename: setting a new name for a file/folder

WEBS at a Glance

Action Plan

● Recap the story covered in the previous chapter.

● Read or invite two students to read the story aloud from Panel 1 on Page 30 to Panel 1 on Page 36 up to the text “name and press enter.”

Engage

● Say: Let me explain file management operations.

Scenarios If you are teaching without a projector

If you are teaching with a projector

CS Concepts Explain Demonstrate

Cut Text As given in Panel 3 on Page 30

Paste Text As given in Panel 2 on Page 31

Folders As given in Panel 2 on Page 32

Recycle Bin As given in Panel 4 on page 32

Copy File As given in Panel 2 on page 33

Paste File As given in Panel 2 on Page 33

Select All As given in Panel 2 on page 34

Cut and Paste File As given in Panel 3 on page 34 to Panel 1 on page 35

Rename As given in Panel 3 on page 35 to panel 1 on page 36

OR

Show a cut operation

Show a paste operation

Show different folders with files in them

Show the recycle bin of your computer

Show copy operation

Show paste operation

Show select all operation

Show move operation using cut option

Show how to rename a file

● Present the scenario: You have multiple files such as MS Word files, Notepad files, images and videos of your recent birthday party as well as your parents’ marriage anniversary.

● Discuss:

■ All these files are kept in the same place. What might you do to make this storage better?

Possible Responses: Create multiple folders; Organise; Sort

■ What operations might you use with files and folders to move or replicate them?

Possible Responses: Cut; Copy; Paste

■ On which computer items will cut, copy and paste operations work?

Possible Responses: Files; Folders; Texts; Images; Videos

■ You find an image file in a documents folder. What operation might you use to organise it properly?

Possible Responses: Cut and paste; Copy and paste

Note

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

Build 14 min

● Conduct Match the following on Page 44:

■ Say: Help Conji Match the following shortcuts to its it’s appropriate functions.

■ Read questions aloud.

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

■ Instruct: Match the following in your books.

● Conduct Q and A time on Page 43:

■ Say: Help Conji answer the following questions.

■ Read Q1, 2 aloud.

■ Invite some students to share their answers.

■ Discuss and validate their answers.

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

■ Instruct: Write the final answer in your notebooks.

Sum-Up

● Conclude: Today, we learned about cut, paste, copy and sorting.

● Ask the following probing questions:

■ Which types of files/items can a folder contain?

Possible Responses: Images; Documents; Videos; Music

■ What are a few file management shortcuts you can use?

Possible Responses: Ctrl + X; Ctrl + C; Ctrl + V; Ctrl + A

Objectives

In this session, students will learn about –

● Delete Confirmation

● Delete Files and Folders

● Restoring Deleted Items

Keywords

● Delete Confirmation: option when enabled, confirms before moving files/folders to the recycle bin

● Delete: discarding files into the Recycle Bin. This process is reversible

● Restore: getting deleted items back from the Recycle Bin

● Permanent Delete: removing files from the computer completely; This process is irreversible

● Empty Recycle Bin: removing all deleted files at once

WEBS at a Glance

Action Plan

● Recap the story covered in the previous session.

● Read or invite two students to read the story aloud from Panel 2 on Page 36 to Page 38 up to the text “back if you do this.”

● Say: Let me explain file management operations.

CS Concepts Explain Demonstrate

Delete Confirmation

As given in Panel 3 on Page 36

Delete As given in Panel 2 on Page 37

Restoring As given on Page 38

Permanent Delete As given on Page 38

Empty Recycle Bin

As given on Page 38

Show how to enable delete confirmation

Show how to delete a file

Show moving a file back from the Recycle Bin

Show how to delete a file from the Recycle Bin

Show how to empty the Recycle Bin

● Present the scenario: You have attended a few birthdays and family functions and taken multiple photos and videos. Now you are at home.

● Discuss:

■ How can you make the photos easily available to see?

Possible Responses: Create multiple folders; Organise; Sort

■ You have to keep some files in the same place, move some files, replicate some files and delete some. What operations might you use?

Possible Responses: Cut; Copy; Paste; Delete

■ Which delete and restore options might you use with the images and videos?

Possible Responses: Delete; Permanent Delete; Restore

■ Once a file is deleted and moved to the Recycle Bin, can it be used anymore?

Possible Responses: Yes; No; Maybe

Note

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

● Conduct Answer these Questions based on the given story on Page 41:

■ Say: Help Mel to answer these questions.

■ Read all questions aloud, one by one.

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

■ Instruct: Write the final answer in your notebooks.

● Conduct Answer in detail in Q and A Time on Page 43:

■ Say: Help Conji answer the following questions.

■ Read Q1, 2, 3 one by one.

■ Invite some students to share their answers.

■ Discuss and validate their answers.

■ Write the final answers in the notebooks.

● Conclude: Today, we learned about deleting and storing files.

● Ask the following probing questions:

■ In which ways can you delete files?

Possible Responses: Temporary; Permanent

■ What are few file delete options you can use?

Possible Responses: Delete; Restore; Permanent delete; Empty Recycle Bin

● Assign the following questions as homework:

■ Do your Research on page 42

Internet–Web Browser 4

Story Time

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

In the Previous Chapter…

● The story began in flashback with Ero trying to revive Cyborg.

● Ero met Eva, and with her help, he built the weapon.

● In the present, Mel taught Conji how to manage files.

In this Chapter…

● Lord Ero tries to attack Mel and Conji when they are looking for Eva.

● Eva tries to stop Lord Ero.

● Conji uses a magic spell to help all of them reach Mel’s house.

● Mel uses the internet to try and find a way to escape Lord Ero.

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

● 1B-NI–04 Network and the internet

This chapter is divided into the following classroom sessions

● Introduction to Internet

● About Google Chrome: A Web Browser

1. Introduction to Internet

Objectives

In this session, students will learn about -

● The Internet

● Terms related to the Internet

Keywords

● Internet: network of interconnected computers

● WWW: World Wide Web; or Web; a collection of websites

● Modem: device that helps us connect to the internet

● ISP: Internet Service Provider; a company that provides internet services

● URL: Uniform Resource Locator; address of a website on the internet

WEBS at a Glance

Revise the story covered in the previous chapter

Read or invite the students to read the story aloud

Discuss the Internet and terms related to the Internet

Fill in the blanks - Q1, 2, 3 Q and A Time - Q2 Answer the following in detail - Q1, 2

Action Plan

● Recap the story covered in the previous chapter.

Conclude the concepts Assign homework

● Read the story aloud from Page 46 to Page 51 to Mel’s words, “using the web.”

● Say: Let me introduce you to the internet and various terms related to it.

CS Concepts Explain

Internet

Web Browser

As given in Panel 2 on Page 48

As given in Panel 1 on Page 50

● Present the scenario: Consider you have an Internet connection at home.

● Discuss:

■ What would you use the internet for?

Possible Responses: To get help with homework; Search for ice cream; Send messages; Download images; Watch movies online

■ Which internet services do you think you would use frequently?

Possible Responses: E-mail; Search engines; YouTube; Google Chrome; Google

■ Which search engines do you think you would use to search for information?

Possible Responses: Google; DuckDuckGo; Yahoo!; Microsoft Bing

■ What elements do you think a website can contain?

Possible Responses: Web pages; Text; Images; Videos; Gifs; Music

Note

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

● Conduct Fill in the blanks on Page 55:

■ Say: Let’s help Conji find a website that contains information about the design of a new wand by filling in the blanks.

■ Read Q1, 2 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 Q and A Time on Page 55:

■ Say: Let’s help Mel customise a wand for Conji by answering these questions.

■ Read Q2 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the final answers in your books.

● Conduct Answer the following in detail on Page 55:

■ Say: Let’s help Conji by answering these 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 the final answers in your books.

● If time permits, conduct the following activity -

● Conduct Short Answers on Page 56:

■ Say: Let’s help Conji by answering these questions.

■ Read Q1, 2, 4 and 5 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.

● Conclude: Today, we learned about the Internet, websites, web pages, and the terms related to the Internet.

● Ask the following probing questions:

■ Name some terms related to the internet.

Possible Responses: Websites; Webpages; WWW; URL; Web address

■ What would you require to set up an internet connection at your home?

Possible Responses: A computer; A laptop; ISP; Modem; Telephone line

● Assign Guess the odd one out on page 57 as homework.

2. About Google Chrome: A Web Browser

Objectives

In this session, students will learn about –

● IP Address

● Explore a commonly used web browser: Google Chrome

Keywords

● IP Address: used to send and receive information from another computer

● Google Chrome: web browser developed by Google

Action Plan

● Recap the story covered in the previous session.

● Invite the students to recall the CS concepts covered in the previous session.

● Say: Let’s learn about one of the popular web browsers – Google Chrome.

CS Concepts Explain

IP Address

WWW

How to open Google Chrome

Bookmarks

Backward and Forward buttons

Zoom

As given in Panel 1 on Page 51

As given in Panel 2 on Page 51

As given in Panel 1 on Page 52

As given in Panel 2 on Page 52

As given in Panel 2 on Page 52

As given in Panel 2 on Page 53

● Present the scenario: Consider you are using the internet.

● Discuss:

■ If you want to visit a website, how would you proceed?

Possible Responses: Use a web browser; Open Google Chrome; Type the URL; Open Bing; search on Google; Search on the internet; Type the web address in the address bar

■ Suppose you wish to revisit a website in future. What will you do?

Possible Responses: Save the webpage; Save the link of the website; Remember the website’s name; Use the start option; Bookmark the page

■ Suppose you wish to see whether you have visited this page in the past or not. What will you do?

Possible Responses: Try to recall; Try to think; Ask my friend; Check the History option in Google Chrome

■ Where would you type the address of the website you want to visit?

Possible Responses: In the Address bar; URL space; Address line of the website

Note

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

Build 10 min

● Conduct Q and A Time on Page 55:

■ Say: Let’s help Mel customise a wand for Conji by answering these questions.

■ Read Q1, 3 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.

● Conduct Answer the following in detail on Page 55:

■ Say: Let’s help Conji to complete these questions.

■ Read Q3 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the final answers in your books.

● Conduct Short Answers on Page 56:

■ Say: Let’s help Conji by answering these questions.

■ Read Q3 aloud.

■ 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 the section Word Search on page 57 or assign it as homework.

● Conclude: Today, we learned about Google Chrome.

● Ask the following probing questions:

■ List different short forms you have learnt in the chapter.

Possible Responses: URL; WWW; ISP; Modem; Web; IP Address

■ List different parts of a web browser.

Possible Responses: New tab; History; Refresh; Forward and Backward buttons; Bookmark; Address bar; The three dots

Google Docs Tools 5

Story Time

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

In the Previous Chapter…

● Lord Ero tried to attack Mel and Conji when they were looking for Eva.

● Eva tried to stop Lord Ero.

● Conji used a magic spell to help all of them reach Mel’s house.

● Mel uses the internet to try and find a way to escape Lord Ero.

In this Chapter…

● Mel loses her memory after a crash.

● Conji seeks Mr. Geebal’s help to restore Mel’s memory.

● Mr. Geebal opens records of Avora and locates Mel’s file to restore her memory.

● Mr. Geebal also teaches them about Google Docs.

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

● 1B-DA–06 Data and Analysis

This chapter is divided into the following sessions

1. Google Docs I

2. Google Docs II

3. Google Docs III

4. Google Docs IV

5. Google Docs V

Objectives

In this session, students will learn about –

● What is font?

● How to change the font and highlight text.

Keywords

● Font: style of the text

WEBS at a Glance

Revise the story and CS concepts covered in the previous chapter Read or Invite students to read the story of the chapter

Discuss fonts and how change the font & highlight text.

This or that? - Q2, 3 Fill Up – Q1, 2, 3 Find the Truth – Q1, 2 Tick the Correct Answer –Q1, 2, 3

Action Plan

● Recap the story covered in the previous chapter.

● Say: There is a new character in this chapter.

● Introduce Mr. Geebal to the students.

● Instruct: Let’s learn how the story moves.

● Read the story aloud or invite 4 students to read from Page 59 to Panel 1 on Page 63

Conclude the concepts Assign homework

Mr. Geebal

A kind and friendly Goblin, who is responsible for tracking events happening around the world.

● Say: Let me explain about fonts in Google Docs.

CS Concepts Explain

What is font?

How to change the font?

As given in Panel 7 on Page 61

As given in Panel 1 on Page 62

● Present the scenario: Consider you are creating a project on Seven Wonders of the World using Google Docs, how can you use different fonts to make your project visually engaging and easy to read?

● Discuss:

■ What elements will you add in the document?

Possible Responses: Text; Images; Shapes; Videos; Arrows

■ When working on a document in Google Docs, how can choosing different fonts enhance the overall appearance and readability of your content?

Possible Responses: Fonts can convey tone and style; Different fonts enhance readability

■ How can you make google Docs attractive?

Possible Responses: Adding different fonts; By adding headings

■ What is the use of bold in google Docs?

Possible Responses: Make the text stand out; Grab attention; Highlight important words

Note

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

● Conduct This or that? on Page 81:

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

■ Read Q2, 3 aloud, one by one.

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

■ Instruct: Select the final answers in your books.

● Conduct Match me on Page 86:

■ Say: Let’s help Conji match the following items to their correct option.

■ Read questions aloud one by one.

■ Invite some students to share responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Match the final answers in your books.

● Conclude: Today, we learned how to change the text/font in Google Docs.

● Ask the following probing questions:

■ What options do we have when applying font style in Google Docs?

Possible Responses: Bold; Italic; Underline

■ Are you aware of any other text editor apart from Google Docs? Name them.

Possible Responses: MS Word; Wordpad; Notepad; Open Office writer; Word Perfect

● Assign Fun with fonts on page 67 as homework.

Objectives

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

Topics

● How to find text and replace text

● Next Button

Keywords

● Find: discover or locate something

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 Google Doc – II.

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

Engage

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

■ Ask for what purpose you would want to print a document?

7 min

Possible Responses: School project; Art and crafts; Creating a card; Creating invitations; Printing pictures for scrapbook; Diary

■ What is the purpose of the “Find and Replace” feature in Google Docs?

Possible Responses: To search for a specific words; Replace a word

■ Why should you use Google Docs?

Possible Responses: To write letters; Scripts; Stories; Make lists

● Invite answers from as many students as possible.

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

min

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

● Instruct: Click on the Start Practise button to attempt Game on activity.

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

● Guide students if they are struggling with the activity name.

Note

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

Sum-Up 5 min

● Conclude: Today, we learned about Google Docs and Text formatting.

● Ask the following probing questions:

■ Which tool is used for editing text online?

Possible Responses: Word; Google Docs; Document

■ Is it possible to highlight the text in Google Docs? (T/F)

Possible Responses: True; False

Objectives

In this session, students will learn about –

● Line Spacing in Google Docs

● Change Paragraph spacing in Google Docs

Keywords

● Line Spacing: the vertical space between lines of text, defining the distance between adjacent baselines

WEBS at a Glance

Revise the story and CS concepts covered in the previous chapter

Read or Invite students to read the story of the chapter

Discuss adding line spacing and paragraph spacing

Let’s number them – Q1 This or that? – Q5 Conclude the concepts Assign homework

Action Plan

● Recap the topics covered in the previous session.

● Invite a few students to recall the CS concepts covered in the previous session.

● Read the story aloud or invite 4 students to read from Page 64 to Panel 4 on Page 69.

● Say: Let me explain how we can use line spacing in Google Docs.

CS Concepts Explain

How to change line spacing

As given on Panel 2 on Page 66

● Present the scenario: Consider you are creating a storybook on Google Docs.

● Discuss:

■ How can you make the story presentable?

Possible Responses: Add images; Format text; Add shapes and elements; Set page margin; Add line spacing

■ How many types of orientations are available in Docs?

Possible Responses: Landscape or Horizontal; Portrait or Vertical

■ What all options are available in the Page setup option?

Possible Responses: Setting page orientation; Margins; paper size; Paper color

■ How can you change the line spacing in Google Docs to make your document more compact?

Possible Responses: By decreasing the space between each line of text; By increasing the space between each line of text; By changing the font color and style of the text

● Conduct This or that on Page 81:

■ Say: Let’s help Conji to choose the correct answers for the following questions.

■ Read Q1, 4, 5 aloud, one by one.

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

■ Instruct: Select the final answers in your books.

● Conduct Let’s Number them on Page 82:

■ Say: Let’s Conji to add Numbers in the right order.

■ Read Q1, 2 aloud.

■ Invite some students to share responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Arrange the final answers in your books.

Note

● If time permits, discuss the section Looking for Words? on page 87 or assign it as homework.

● Conclude: Today, we learned about Line Spacing and Paragraph Spacing in Google Docs.

● Ask the following probing questions:

■ How do you think line spacing can be useful in a document?

Possible Responses: To see the data clearly; Add information; Modify information

■ How can adjusting line spacing in a document improve its readability?

Possible Responses: By making the text easier to read and understand; By adding more space between lines to prevent overcrowding

● Assign the task as homework:

■ Definitions on page 67

Objectives

In this session, students will apply what they learned from the previous class to complete tasks on Google Docs.

Keywords

● Hyperlinks: a hyperlink is a clickable element that connects to another webpage or resource on the internet.

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 Google Docs IV

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

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

■ If you wish to type a story in Google Docs, which topic would you choose?

Possible Responses: Birthday story; Summer story; A day in the life of my mom; My country; My city; My home; My best friend

■ Who would you write a letter to in Google Docs?

Possible Responses: Friends; Mom; Dad; Grandparents; Cousins

■ What is the importance of Google Docs?

Possible Responses: Ease of collaboration; Access your work from any device; Automatic saving; a lot of helpful features; It is free

■ Have you come across places where you saw text in columns?

Possible Responses: Newspapers; Textbooks; Books; Documents

● Invite answers from as many students as possible.

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

Note

min

■ Open and explain the activity List of Desserts with hyperlinks on the Assignment page in the panel.

■ Instruct: Click on the Start Practise button to attempt List of Desserts with hyperlinks.

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

■ Guide students if they are struggling with the activity name.

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

● If time permits, Conduct Answer me on Page 85:

■ Say: Let’s help Conji answer these questions by writing down the correct answers.

■ Read Q5 aloud.

■ Invite some students to share responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the final answers in your books.

● If time permits, Conduct What does your day looks like? on Page 85:

■ Say: Let’s help Mel to complete this activity.

■ Read questions aloud.

■ Invite some students to share responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the final answers in your notebooks.

Sum-Up

● Conclude: Today, we have learned how to add hyperlinks in Google Doc.

● Ask the following probing questions:

■ What kind of things can you create in Google Docs?

5 min

Possible Responses: Documents like stories; Questions; Describe and keep track of a plan; Points of a to-do list; Legal documents; Technical documents

■ Who do you think uses Google Docs?

Possible Responses: Story writers; Teachers; Technical writers; Doctors; Lawyers

● Assign the homework:

■ Handwriting practice on page 88

5. Google Docs V

Objectives

In this session, students will learn about –

● Lists

● How to remove and copylink

Keywords

● hyperlinks: clickable link that redirects to another location

WEBS at a Glance

Revise the story and CS concepts covered in the previous chapter Read or Invite students to read the story of the chapter

Discuss Lists and how to remove & copy link Fill Up – Q1, 2, 3 Find the Truth – Q1, 2 Tick the Correct Answer – Q1, 2, 3

Conclude the concepts Assign homework

● Recap the story covered in the previous chapter.

● Instruct: Let’s learn how the story moves ahead. We will read from Panel 4 on Page 72 to Page 78 until the text “than any spell”.

● Read the story aloud or invite 4 students to read the dialogues of the characters.

● Say: Let me explain about hyperlink in Google Docs.

CS Concepts Explain

What is a hyperlink

How to remove hyperlink

Bookmark

As given in Panel 1 on Page 73

As given in Panel 3 on Page 75

As given in Page 76

● Present the scenario: Consider you are creating a storybook on Google Docs.

● Discuss:

■ What options are available for exporting or sharing a document?

Possible Responses: Saving as different file formats (PDF, Word, etc.); Sharing via email or cloud storage services; Generating a shareable link; Printing a physical copy

■ How can hyperlinks improve user experience and engagement on a website?

Possible Responses: By allowing users to easily navigate between pages and find relevant information; By providing quick access to external resources or related content

Note

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

● Conduct Answer me on Page 85:

■ Say: Let’s help Conji answer these questions by writing down the correct answers.

■ Read Q1, 2, 3 and 4 aloud.

■ Invite some students to share responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the final answers in your books.

● Conduct Draw a flowchart on Page 90:

■ Say: Mel needs your help to create a flowchart.

■ Read questions aloud, one by one.

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

■ Instruct: Draw the final answers in your books.

● Conduct The Grasshopper and the Ant on Page 83:

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

■ Read the task carefully.

■ Invite some students to share responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Complete the paragraph in your book in your books.

Note

● If time permits, discuss Shopping Time on page 75 or assign them as homework.

● Conclude: Today, we learned about lists and hyperlinks in Google Docs.

● Ask the following probing questions:

■ What kind of things can you create in Google Docs?

Possible Responses: Documents like stories; Questions; Describe and keep track of a plan; Points of a to-do list; Legal documents; Technical documents

■ Who do you think uses Google Docs?

Possible Responses: Story writers; Teachers; Technical writers; Doctors; Lawyers

● Assign this as homework: Complete the paragraph on page 84.

Note to the teacher: Conduct the remaining questions of the exercise in revision classes.

Google Slides

Story Time

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

In the Previous Chapter…

● Mel loses her memory in a crash.

● Conji seeks Mr. Geebal’s help to restore Mel’s memory.

● Mr. Geebal opens records of Avora and locates Mel’s file to restore her memory.

● Mr. Geebal also taught them about Google Docs.

In this Chapter…

● Ms. Idea welcomes the kids to the Idea Centre.

● She explains the importance of ideas in shaping the world.

● She introduces the Ideator, the head of the machines, to the kids.

● Mel and Conji start discussing Google Slides.

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

● 1B-DA–06 Data and Analysis

This chapter is divided into the following sessions

1. Basics of Google Slides I

2. Basics of Google Slides II

3. Using Tools and Adding Text I

4. Using Tools and Adding Text II

1. Basics of Google Slides I

Objectives

In this session, students will learn about –

● What is Google Slides?

● How to open Google Slides

● How to start a presentation

● How to select a theme

Keywords

● Themes: pre-designed sets of visual elements such as colours, fonts, and backgrounds that can be applied to a presentation

● Tools: functionalities that help to modify the slides

WEBS at a Glance

Revise the story and CS concepts covered in the previous chapter Read or Invite students to read the story of the chapter

Discuss Google Slides is, how to open it, start a new presentation, select a theme

● Recap the story covered in the previous chapter.

● Instruct: Let’s learn how the story moves ahead. We will read Page 93 to Panel 1 on page 97.

● Read the story aloud or invite 4 students to read the dialogue of the characters.

Engage

● Say: Let me explain about Google Slides.

CS Concepts Explain

Google Slides

How to open Google Slides

How to start a new presentation

How to select a theme

As given in Panel 1 on Page 95

As given in Panel 2 on Page 95

Scenarios

Explain what Google Slides is

Show how to open Google Slides

As given in Panel 2 on Page 95 Show how to start a new presentation

As given in Panel 1 and Panel 2 on Page 96

Show how to select a theme

● Present the scenario: Consider you are creating a presentation on Google Slides.

● Discuss:

■ How can you make the presentation attractive?

Possible Responses: Add images; Format text; Add shapes and elements

■ Name some examples of software that can be used for creating presentations.

Possible Responses: Google Slides; MS PowerPoint

■ How can you add a text box?

Possible Responses: Click on Insert → Select the text box → Click and drag on the slide to create a text box

■ What is the use of themes in Google Slides?

Possible Responses: To make the presentation more interactive; To make a presentation more attractive; To add more colours to the slide; To indicate a purpose

Note

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

● Conduct Name them on Page 114:

■ Say: Let’s help Conji name the following questions.

■ Read Q1 and 3 aloud, one by one.

10 min

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

■ Instruct: Write the final answers in your books.

● Conduct Q and A on Page 114:

■ Say: Let’s help Mel to answer these questions.

■ Read Q1, 2 aloud, one by one.

■ Invite some students to share responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the final answers in your books.

● Conclude: Today, we learned about Google Slides.

● Ask the following probing questions:

■ How can different themes be used to create different moods or tones in a presentation?

Possible Responses: Using bright colours and bold fonts can create a more upbeat and energetic mood; Using playful fonts and whimsical graphics can create a more lighthearted and fun mood

■ What are some tips for choosing the right theme for a presentation?

Possible Responses: Consider the purpose; Look for a theme that matches the tone and style of the presentation; Experiment with different themes to find the one that works best

2. Basics of Google Slides II

Objectives

In this session, students will learn about –

● What is layout

● How to change layout

● How to add, move text

● How to add a slide

Keywords

● Layout: pre-designed template or structure that determines the placement and formatting of elements such as text boxes, images, etc.

● Themes: pre-designed sets of visual elements such as colours, fonts, and backgrounds that can be applied to a presentation

● Tools: functionalities that help to modify the slides

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 Basics of Google slide 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 student’s understanding:

■ If you wish to create a presentation in Google Slides, which topic would you choose?

Possible Responses: Birthday story; Summer story; A day in the life of my mom; My country; My city; My home; My best friend

■ Which elements would you add in your presentation?

Possible Responses: Table; Columns; Image; Text; Title; Moral; Paragraph

■ What are some benefits of using themes in Google Slides?

Possible Responses: Can help create a consistent and polished look throughout a presentation; Can help save time by providing pre-designed layouts and colour schemes

■ Where can you show your presentation skills in Google Slides?

Possible Responses: School; Friends; Mom; Dad; Grandparents; Cousins

● Invite answers from as many students as possible.

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

● Open and explain the activity: What’s your favorites on the Assignment page in the panel.

● Instruct: Click on the Start Practise button to attempt what’s your favorites activity.

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

● Guide students if they are struggling with the activity name.

Note

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

● If time permits, Conduct Name them on Page 114:

■ Say: Let’s help Conji name the following.

■ Read Q2 aloud.

■ 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, Conduct Q and A time on Page 118:

■ Say: Let’s practise more to revise what we have learned by giving answers to these questions.

■ Read Q1, 2 and 3 aloud, one by one.

■ Invite some students to share responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the final answers in your notebooks.

● Conclude: Today, we have learned how to create a presentation in Google Slides.

● Ask the following probing questions:

■ What are some ways you can use Google Slides to showcase your creativity and individuality?

Possible Responses: Customise the theme and background of your presentation; Use different fonts and colours; Incorporate your own drawings or designs

■ What are some best practices for organising content on a Google Slides presentation?

Possible Responses: Use clear headings and subheadings; Limit the amount of text on each slide; Use bullet points or numbered lists to break up information

3. Using Tools and Adding Text I

Objectives

In this session, students will learn about –

● Duplication of a slide

● How to reorder

● How to insert a photo

Keywords

● Layout: pre-designed template or structure that determines the placement and formatting of elements such as text boxes, images, etc.

WEBS at a Glance

Revise the story and CS concepts covered in the previous chapter Read or Invite students to read the story of the chapter

Discuss duplicate, reorder, and delete a slide

True and False on page 113 Q and A time – Q3 On page 114

Action Plan

● Recap the story covered in the previous session.

Conclude the concepts

● Invite a few students to recall the CS concepts covered in the previous session.

● Instruct: Let’s learn how the story moves ahead. We will read Page 101 to Page 104.

min

● Say: Let me explain slide layout, how to duplicate, reorder and delete a slide.

If you are teaching without a projector

Scenarios

If you are teaching with a projector, open Google Slides on your computer system

● Present the scenario: Consider you are continuing to work on your presentation on Google Slides.

● Discuss:

■ What are some ways you can use Google Slides to showcase your creativity and individuality?

Possible Responses: Customise the theme and background of your presentation; Use different fonts and colours; Incorporate your own drawings or designs

■ What are some best practices for organising content on a Google Slides presentation?

Possible Responses: Use clear headings and subheadings; Limit the amount of text on each slide; Use bullet points or numbered lists to break up information

■ What are the advantages of Google Slides?

Possible Responses: Ease of collaboration; Access your work from any device; Automatic saving; a lot of helpful features; It is free

■ How can you make your Google Slides presentation engaging and interesting for your audience?

Possible Responses: Use images and videos; Add animations or transitions between slides; Include interactive elements such as quizzes

Note

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

● Conduct True and False on Page 113:

■ Say: Let’s help Conji to find out whether the statement is true or false.

■ Read All questions aloud, one by one. After each sentence, ask if it is true or false.

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

■ Instruct: Mark the final answers in your books.

● Conduct Q and A on Page 114:

■ Say: Let’s help Mel by answering the questions.

■ Read Q3 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the final answers in your notebooks.

● Conduct Q and A time on Page 116:

■ Say: Let’s help Mel by answering the questions.

■ Read Q1 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the final answers in your notebooks.

● Conduct Answer the following in detail on Page 116:

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

■ Read Q1 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the final answers in your notebooks.

● Conduct Answer these questions on Page 117:

■ Say: Let’s. Help Conji and answer the following questions.

■ Read Q3, 4, 5 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the final answers in your notebooks.

Sum-Up

5 min

● Conclude: Today, we learned about how to duplicate a slide, reorder a slide and delete a slide in Google Slides.

● Ask the following probing questions:

■ What are some ways you can use Google Slides to present information?

Possible Responses: Create a slideshow presentation; Create a digital poster; Create an interactive infographic

■ How can you use Google Slides to collaborate with others on a group project or assignment?

Possible Responses: To share ideas; Assign tasks; Work together on the same presentation at the same time

Note to the teacher: Conduct the remaining questions of the exercise in revision classes.

4. Using Tools and Adding Text II

Objectives

In this session, students will learn about -

● Add, Edit and Resize images in Google Slides

● Adding shapes in Google Slides

Keywords

● Insert: adds an image in Google Slides

● Crop: removes unwanted outer areas of an image

● Move: changes the position of an image

● Resize: makes an image bigger or smaller

WEBS at a Glance

Discuss inserting, filling colour and resizing shapes in Google Slides

● Recap the story covered in the previous chapter.

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

● Instruct: Go to the Panel and open Lab on Using Tools and Adding Text II

Action Plan 5 min Warm-Up 8 min

Engage

● Say: Let me explain insert, crop, move and resize options in Google docs.

● Present the scenario: You are working on a presentation on renewable energy.

● Discuss:

■ You want the presentation to look engaging. What can you add to do so?

Possible Responses: Images; Pictures; Themes; Good fonts

■ What file types of images can you add to the presentation?

Possible Responses: PNG; JPEG; GIF

■ From where you can insert images in your presentation?

Possible Responses: Files on the computer; Images on the internet

■ What picture editing tools are available in Google Slides?

Possible Responses: Crop; Resize

Note

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

● Open the Nation of our Dreams activity given on the Assignment section of the session.

■ Explain the activity Nation of our Dreams sessions on the Assignment page in the panel.

■ Instruct: Perform the activity on the Tekie learning platform.

■ Say: Let’s perform the activity.

■ Read the steps aloud.

■ Instruct: Complete the Activity.

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

■ Guide students if they are struggling with the activity.

● Conduct Q and A time on Page 116:

■ Say: Let’s help Mel by answering the questions.

■ Read Q2 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the final answers in your notebooks.

● If time permits, conduct Answer the following in detail on Page 116:

■ Say: Let’s help Mel by answering the questions.

■ Read Q2, 3 aloud.

■ Invite some students to share their responses.

■ Discuss and validate the answers with the whole class.

■ Instruct: Write the final answers in your notebooks.

Sum-Up

● Conclude: Today, we learned about inserting, editing and resizing images in Google Slides.

● Ask the following probing questions:

■ What are the possible usages of resizing images?

Possible Responses: Enlarging a small image; Compressing a large image

■ Once resized, images cannot move.

Possible Responses: Yes; No; Maybe

Introduction to Blockly

The content covered in this chapter is aligned with the following CCSS-Mathematics Standard

● 4.OA Operations and Algebraic Thinking

This chapter is divided into the following lab sessions

1. Print Statement

2. Operations

3. Worksheet Solving – Operations

4. Currency and Temperature Converter

1. Print Statement

Objectives

In this session, students will learn about –

● Programming

● Basic blocks in Blockly - Print, Number, Text

Keywords

● Programming: a set of instructions given to the computer to perform a particular task

● Coding: a term for computer programming

● Programming Language: a language which can be used to give instructions to the computer

● Block-based Coding: instructions are given to the computer using programming blocks

WEBS at a Glance

Discuss the word “coding” with students

● Say: What does the word “coding” mean?

● Invite 1 or 2 responses from the students.

● Say: Let’s watch a video together and come up with a definition of “coding” afterwards.

● Show the video “Meet Koi and Newt” on the panel.

● Explain the following concepts -

min

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

● Discuss the Quiz questions given in the Panel.

● Invite answers from as many students as possible.

● Ask the students to complete the Assignment

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

min

● Conclude: Today, we learned about coding. We were introduced to a block-based coding named Blockly.

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

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

Explanation: No. Spanish is a human language. The computer does not understand Spanish.

2. Operations

Objectives

In this session, students will learn about –

● Operators / Math blocks

● Other maths blocks - Even / odd

Keywords

● Math Block: all the arithmetic operators are available under the Math Block in Blockly

WEBS at a Glance

Revise the concepts from the previous coding class

Discuss Operator Block and Math Blocks

Attempt the activities with Blockly 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.

● Show the video with the title, “The Zombie Game” and discuss the concepts shown in the video in the panel.

● Say: We can perform various mathematical functions using blocks under the maths section in Blockly.

● Explain the following blocks -

Operator Block

Basic Arithmetic Operations

Remainder

As given on Page 2

As given on Page 2–3

As given on Page 3

* Power block can be skipped if the students are not yet aware of exponents.

● Ask the students to open the Maths with Blockly section.

● Discuss the Quiz questions given in the Panel.

● Invite answers from as many students as possible.

● Ask the students to complete the Assignment

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

2 min

● Conclude: Today, we have learned Operations. Additionally, we have learned about the various maths mathematical operators present in the maths operator block.

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

3. Worksheet Solving - Operations

Objectives

In this session, students will learn about –

● Random block

● Round block

Keywords

● Random Number: a number which is selected by chance or without making a conscious decision.

● Prime Number: a whole number greater than 1 that cannot be divided exactly by any whole number other than itself and 1.

● Rounding a Number: simplifying a number with a decimal point to an integer with an approximate value.

WEBS at a Glance

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

● Invite responses from some students.

● Revise the operator block and maths block learned in the previous class.

● Explain the following concepts -

CS Concepts Explain

Random Integer

As given on Page 3

Rounding a number As given on Page 4

Positive / Negative Block As given on Page 6

Prime Numbers As given on Page 6

● Discuss the Assignment questions given in the Panel. But first, let the students try to come up with solutions on their own.

● Invite answers from as many students as possible.

● Ask the students to attempt the Assignment given in the panel.

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

2 min

● Conclude: Today, we have learned about Maths blocks.

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

4. Currency and Temperature Converter

Objectives

● In this session, students will build a project named “Currency and Temperature Converter” to showcase their learnings.

Keywords

● Currency Converter: converts one currency’s value into the relative value of other currencies

● Exchange Rate: the price of one country’s currency in terms of another’s

● Temperature Converter: converts the measurement units of the temperature recorded in a particular unit to the other.

WEBS at a Glance

Revise the concepts from the previous coding class Discuss the problem with the students

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

● Invite responses from some students.

● Revise operators which we learned in the previous class.

● Instruct: Go to the Panel and open Currency & Temperature Converter.

● Discuss the challenge with the students.

● Explain the terms like Currency Converter and Temperature Converter.

Currency Converter: Different countries use different currencies. The currency of one country differs in value from that in another country. Let’s say, we are visiting the US. We will need US currency which is called the dollar. A currency converter will help us understand how many dollars we will get for a certain amount of rupees.

Temperature Converter: A temperature converter helps in the conversion of the measurement units of temperature recorded in a particular unit to the other. We measure temperature in Fahrenheit and Celcius. To convert temperature from Celcius to Fahrenheit we use the formula: Fahrenheit value = (Celcius value x 1.8) + 32.

● Ask the students to complete the Assignment. Instead of giving the solution, give hints.

● Help the students when required.

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

Note

● If time permits, ask the students to complete the Temperature Converter program. Otherwise, assign it as homework.

● Conclude: Today, we have learned to program a currency converter and temperature converter. We will start with a new chapter in the next session.

Variables

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

● 1B-AP – 09 Algorithms & Programming

This chapter is divided into the following lab sessions

1. Introduction to Variables

2. Variables in Blockly

3. Data Types

4. Worksheet Solving – II

5. Taking Input in Blockly

1. Introduction to Variables

Objectives

In this session, students will learn about –

● Variables

● Creating Variables

● Set block

Keywords

● Variable: are like boxes in the computer memory that hold information in the form of numbers, words, letters, and sentences

● Create Variable: block is used to create a new variable in Blockly

● Set block: is used to set a value of a variable

WEBS at a Glance

Discuss the word “Variables” with students Show the video “Introduction to Variables” on the panel

● Say: What does the word “Variable” mean?

● Invite 1 or 2 responses from the students.

● Say: Let us watch a video together and then come up with a definition of “variable”.

● Show the video under “Introduction to Variables” on the panel.

● Explain the following concepts -

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

● Discuss the Quiz questions given in the Panel.

● Invite answers from as many students as possible.

● Ask the students to complete the Assignment

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

● Conclude: Today, we learned about variables. We were introduced to the set block in Blockly.

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

■ What values can be set using the Set Block?

Explanation: We can set text; letters; numbers; sentences in a variable using the Set block.

2. Variables in Blockly

Objectives

In this session, students will learn about –

● Change Block

● Update the value of a variable

Keywords

● Change Block: in Blockly it is used to increment or decrement the value stored in a variable

● Assignment statement: another name for Set block

WEBS at a Glance

Revise the concepts from the previous coding class

Show the video and learning slides under “Variables in Blockly” on the panel

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

● Invite responses from some students.

● Revise the concepts learned in the previous class.

● Show the video under Variables in Blockly and discuss the concepts shown in the video in the panel.

● Say: We can change and update values of variables in Blockly.

● Explain the following blocks:

Change Block

Updating the value of a variable

Examples 1 and 2

As given on Page 9

As given on Page 10

As given on Page 10 and 11

● Ask the students to open the Learning Slides section under Variables in Blockly.

● Discuss the slides given in the Panel.

● Invite answers from as many students as possible.

● Ask the students to complete the assignment.

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

2 min

● Conclude: Today, we have learned about changing and updating values of variables in Blockly.

● Instruct: Practise the same activity at home.

3. Data Types

Objectives

In this session, students will learn about –

● Data Types

● Rules of naming a variable

● Comments in Blockly

Keywords

● Data Type: the type of value that can be stored in a variable like numbers, letters, and sentences

● Comments: instructions written in a code that are not part of the code but are meant to increase user readability

WEBS at a Glance

Action

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

● Invite responses from some students.

● Revise the concepts learned in the previous class.

● Show the video with the title “Science Fair” and discuss the concepts shown in the video in the panel.

● Say: We can store data using different data types in Blockly.

● Explain the following -

● Ask the students to open the Data Types section.

● Discuss the Learning Slides given in the Panel.

● Invite inputs from as many students as possible.

● Ask the students to complete the assignment.

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

● Conclude: Today, we have learned Data Types. Additionally, we have learned about naming variables and comments in Blockly.

● Instruct: Practise the same activity at home.

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

■ Why should we add comments while coding?

Explanation: To help the user know what the code is performing; It is a good practice to put across the process and intention while writing the code; Helps in error and bug detection; Helps reuse code.

4. Worksheet Solving - II

Objectives

In this session, students will learn about –

● Creating variables

● Set block

● Print block

Keywords

● Variables: are like boxes in the computer memory that hold information in the form of numbers, words, letters, and sentences

● Create Variable: block is used to create a new variable in Blockly

● Set block: is used to set the value of a variable

WEBS at a Glance

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

● Invite responses from some students.

● Revise the concepts learned in the previous class.

● Explain the following concepts -

As given on Page 8 Data Types

As given on Page 12

● Ask the students to attempt the assignment given in the panel.

● Invite answers from as many students as possible.

● Discuss the questions given in the Panel. But first, let the students try to come up with solutions on their own.

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

Sum-Up

● Conclude: Today, we have learned about Set and Print blocks.

● Instruct: Practise the same activity at home.

2 min

5. Taking Input in Blockly

Objectives

In this session, students will build an assignment project named “Currency Converter” to showcase their learnings.

Keywords

● Currency Converter: converts one currency’s value into the relative value of other currencies

● Exchange Rate: the price of one country’s currency in terms of another country’s currency

WEBS at a Glance

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

● Invite responses from some students.

● Revise operators which we learned in the previous class.

● Instruct: Go to the Panel and open Taking Inputs in Blockly

● Discuss the challenge with the students.

● Explain how we can take input from the user using the prompt block.

● Explain the terms like Currency Converter.

Currency Converter: Different countries use different currencies. The currency of one country differs in value from that in another country. Let us say, we are visiting the US. We will need US currency which is called the US dollar. A currency converter will help us understand how many US dollars we will get for a certain amount of Indian rupees.

● Ask the students to complete the assignment. Instead of giving the solution, give hints.

● Help the students when required.

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

Sum-Up 2 min

● Conclude: Today, we have learned to program a currency converter. We will start with a new chapter in the next session.

Operators

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

● 1B-AP – 10 Control

This chapter is divided into the following lab sessions

1. Comparison Operators I

2. Comparison Operators II

3. Logical Operators I

4. Logical Operators II

5. Project – BMI Calculator

1. Comparison Operators I

Objectives

In this session, students will learn about –

● Comparison Operators

■ Equal to and Not equal to operators

Keywords

● Comparison Operators: are used to compare two numbers or strings

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Discuss comparison operators

Activity given in the panel Comparison Operators I

Action Plan

Conclude the session

7 min Warm-Up

● Instruct: Go to the Panel and open the Lab on Comparison Operators I.

● Play the video given in the panel.

5 min Engage

● Discuss the Quiz questions given in the Panel.

● Invite answers from as many students as possible.

● Conduct the activity Come and Compare given in the Panel:

■ Say: Let us see what we need to compare here.

■ Instruct: Click on the Assignment section.

■ Instruct: Click the Go to Practise button to attempt the activity.

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

■ Instruct: Click on the Yes button to submit the activity.

Note

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

Sum-Up

● Ask the following probing questions:

■ What kind of situations in your daily life may need comparison?

3 min

Possible Responses: Marks; Which book to read first (select between books); Which dress to wear to the party; Who has the most friends; Check if two numbers are equal; Who wakes up earlier (who is an early bird); Who won the elections

■ How can you put any of the situations stated above into a code in Blockly?

Possible Responses: Compare marks using the comparison operator; Check the theme of the party and decide on which dress to wear; Check the time when two people wake up and tag the one that wakes earlier as an early bird; Compare the number of friends two people have and see who has more; Check equality of numbers; Check the number of votes of each candidate and decide who won based on who got more votes

● Assign the following project as homework:

■ Compare and check if two numbers given by the user as inputs are equal or not.

Note

● The project is optional. Assign it if feasible.

2. Comparison Operators II

Objectives

In this session, students will learn about –

● Comparison Operators –

■ Less than, less than equal to operators

■ Greater than, greater than equal to operators

Keywords

● Comparison Operators: are used to compare two numbers or strings

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Discuss less than, less than equal to, greater than, and greater than equal to operators

Activity given in the panel Solved Examples – Q3.1, 3.2 from the coding booklet

Conclude the session Assign the homework

● Instruct: Go to the Panel and open the Lab on Comparison Operators II

● Play the video given in the panel.

● Discuss the Quiz questions given in the Panel.

● Invite answers from as many students as possible.

● Conduct Who is Elder given in the Panel:

■ Say: Let us compare the ages of two siblings to see who is the older.

■ Instruct: Click on the Assignment section.

■ Instruct: Click the Go to Practise button to attempt the activity.

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

■ Instruct: Click on the Yes button to submit the activity.

Note

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

Sum-Up 3 min

● Ask the following probing questions:

■ What is the difference in the output of greater than and greater than equal to?

Explain with the help of an example.

Possible Responses: Greater than will give the output as true only if the first number is greater than the second; Greater than equal will give true even when the numbers are equal

Example: num 1 = 6 and num 2 = 6 Here, Num1 is greater than num2 will give the output as false, while greater than equal to will give true.

■ Name all the comparison operators we can use in Blockly.

Possible Responses: Equal to; Not equal to; Greater than; Greater than equal to; Less than; Less than equal to

● Assign the following project as homework:

■ Compare two numbers and check what results you get using the 6 comparison operators that you have studied.

Note

● The project is optional. Assign it if feasible.

3. Logical Operators I

Objectives

In this session, students will learn about –

● AND operator

● OR Operator

Keywords

● Logical AND or AND operator: compares two conditions and if both the conditions are true, only then is the result true.

● Logical OR or OR operator: compares two conditions and if any one of the conditions is true, the result is true

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Discuss AND operator and OR operator

Activity given in the panel Conclude the session Assign the homework

● Instruct: Go to the Panel and open the Lab on Logical Operators I

● Play the video given in the panel.

● Discuss the Quiz questions given in the Panel.

● Invite answers from as many students as possible.

● Conduct Select Your Game given in the Panel:

■ Say: Let us choose our game from the store. The game should fulfil two conditions in order to be your companion.

■ Instruct: Click on the Assignment section.

■ Instruct: Click the Go to Practise button to attempt the activity.

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

■ Instruct: Click on the Yes button to submit the activity.

Note

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

● Ask the following probing questions:

■ Mention conditions in your day-to-day life where you apply AND condition.

Possible Responses: I will have pizza and coke; I will wear blue jeans and a white shirt; I will buy a book and a game and so on

■ Mention conditions in your day-to-day life where you apply OR conditions.

Possible Responses: I will have sandwiches OR burgers for snacks; I will have juice or coconut water; I will wear a red or blue dress

● Assign the following project as homework:

■ Compare two conditions using AND and OR operators and check the output.

Hint: Use the tables on Pages 18 and 20 in the coding booklet.

Note

● The project is optional. Assign it if feasible.

4. Logical Operators II

Objectives

In this session, students will learn about –

● NOT operator

● Using logical operators with mathematical conditions

Keywords

● NOT operator/Logical NOT: reverses the value of the boolean input

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Discuss NOT operator and using logical operators with mathematical conditions

Activity given in the panel Solved Examples – Q3.3 and 3.4 from the coding booklet

Conclude the session Assign the homework

● Instruct: Go to the Panel and open the Lab on Logical Operators II

● Play the video given in the panel.

● Discuss the Quiz questions given in the Panel.

● Invite answers from as many students as possible.

● Conduct Logical Operators given on Pages 18-21:

■ Say: Let us see what the logical operators are and how they function.

■ Instruct: Click on the Assignment section.

■ Instruct: Click the Go to Practise button to attempt the activity.

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

■ Instruct: Click on the Yes button to submit the activity.

Note

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

● Ask the following probing questions:

■ Give some examples of using the NOT operator.

Possible Responses: Not an odd number; Not a multiple of 5; Age is not less/greater than 18; Not red (or any colour)

■ Can you combine logical operators and comparison operators? Give an example. Possible Responses: Yes

● Assign the following project as homework:

■ Ask the user to input a number. Add a condition to check if the number is a three-digit number.

Note

● The project is optional. Assign it if feasible.

Example 1–

Example 2–

5. Project – BMI Calculator

Objectives

In this session, students will learn how to –

● Use the concepts learnt in the lesson to create a mini project – BMI Calculator.

Keywords

● Body mass index (BMI): is a person’s weight in kilograms divided by the square of the height in metres.

● Comparison Operators: are used to compare two numbers or strings

WEBS at a Glance

Action Plan

● Instruct: Go to the Panel and open the Lab on Project – BMI Calculator.

● Discuss the concept of the calculator as given in the Panel.

● Invite answers from as many students as possible.

● Conduct the Project given in the Panel:

■ Say: Let us try and code for calculating the result of a BMI calculator.

■ Instruct: Click the Go to Practise button to attempt the activity.

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

■ Instruct: Click on the Yes button to submit the activity.

Note

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

● Ask the following probing questions:

■ Why do we need a BMI calculator?

Possible Responses: It helps us keep track of our body fat; Body fat can lead to illnesses and hence we can keep a check on it

■ Can you think of creating any other calculators or checkers?

Possible Responses: We can create mathematical or basic calculators; We can check if a number is positive or negative; A number is even or odd; A number is a multiple of a particular number and so on

● Assign the following project as homework:

■ Create a basic calculator that produces a result of +. -, *, / on a set of 2 numbers. Note

● The project is optional. Assign it if feasible.

Strings

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

● 1B-AP – 08 Algorithms

This chapter is divided into the following lab sessions

1. Strings I

2. Strings II

3. Strings III

4. Strings IV

5. Project – My Profile

1. Strings I

Objectives

In this session, students will learn about –

● What are Strings

■ Length of String

■ Empty String

Keywords

● Strings: are values put inside double quotes (“ ”) in the text block. These values can be words, numbers, symbols, characters, or a combination of all these

● Length of String: is a function that gives the length of the input String as the result

● Empty String: gives a true or false output depending on whether the String is empty or not

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Discuss Strings Activity given in the panel Strings I

Conclude the session Assign the homework

Action

Plan

● Instruct: Go to the Panel and open the Lab on Strings I

● Play the video given in the panel.

● Discuss the Quiz questions given in the Panel.

● Conduct the activity Let’s learn String basics given in the Panel:

■ Say: Let’s see how we can add our name and find its length.

■ Instruct: Click on the Assignment section.

■ Instruct: Click the Go to Practice button to attempt the activity.

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

■ Instruct: Click on the Yes button to submit the activity.

Note

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

● Ask the following probing questions:

■ What can you store in a string? Give a few examples of strings.

Possible Responses: Names; Places or Addresses; A sentence; Numbers; Special characters

Examples – “Newt”; “I love coding”; “Hello, Koi”; “123”; “Hi!”

■ Do you think we can perform addition and subtraction in strings?

Possible Responses: No, we cannot perform general mathematical operations in strings. Addition of strings is possible though. It adds or joins two strings together

● Assign the following project as homework:

■ Compare and check if two strings are equal or not.

Note

● The project is optional. Assign it if feasible.

2. Strings II

Objectives

In this session, students will learn about –

● Strings

● Lower Case

● Upper Case

● Title Case

Keywords

● Strings: are values put inside double quotes (“ ”) in the text block. These values can be words, numbers, symbols, characters, or a combination of all these

● Lower Case: small letters like a, b, c, and so on

● Upper Case: capital letters like A, B, C, and so on

● Title Case: the first letter of each word is in capitals like This Is Title Case

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Discuss strings and types of cases that can be used with strings

Activity given in the panel Solved Examples – Q4.1 in the coding booklet

Conclude the session Assign the homework

● Instruct: Go to the Panel and open the Lab on Strings II.

● Play the video given in the panel.

● Discuss the Quiz questions given in the Panel.

● Invite answers from as many students as possible.

● Conduct Solved Example given in the Coding booklet on Page 26:

■ Say: Let’s check the length and case of our favourite movie.

■ Instruct: Click on the Assignment section.

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

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

■ Instruct: Click on the Yes button to submit the activity.

Note

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

● Ask the following probing questions:

■ What will happen if a string is entered in all capital letters and we try to convert it to uppercase?

Possible Responses: It will remain as it is because it is already in upper case

■ What is an empty string?

Possible Responses: Empty strings don’t have any value in them, not even a space! Their length is 0

● Assign the following project as homework:

■ Input 2 Strings. The words of both strings should be the same but the cases should be different. Example → S1=”newt” while S2=”NEWT”. Now, compare the Strings and see if they are equal or not.

Note

● The project is optional. Assign it if feasible.

3. Strings III

Objectives

In this session, students will learn about –

● Combining Strings

Keywords

● Combining Strings: joining multiple strings into one string

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Action Plan

● Instruct: Go to the Panel and open the Lab on Strings III

● Play the video given on the panel.

● Discuss the Quiz questions given on the Panel.

● Invite answers from as many students as possible.

● Conduct Join Us given in the Panel:

■ Say: Let us input strings and join them.

■ Instruct: Click on the Assignment section.

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

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

■ Instruct: Click on the Yes button to submit the activity.

Note

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

● Ask the following probing questions:

■ Can we join strings and numbers?

Possible Responses: Yes; we can

■ How is it possible to join numbers with Strings?

Possible Responses: We can do this in two ways. We can store the number as a string or simply use the number or variable that stores the number as a part of the “Create text with” block

● Assign the following project as homework:

■ Ask the students to practise the blocks that they learnt today.

Note

● The project is optional. Assign it if feasible.

4. Strings IV

Objectives

In this session, students will learn about –

● More String blocks

■ Get the first letter

■ Find occurrences of a word/character

■ Substrings

Keywords

● Substring: is part of a string

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Discuss more Strings blocks Activity given in the panel

Conclude the session Assign the homework

● Instruct: Go to the Panel and open the Lab on Strings IV.

● Play the video given in the panel.

● Discuss the Quiz questions given in the Panel.

● Invite answers from as many students as possible.

● Conduct Find Me given in the Panel:

■ Say: Let’s find a string inside another.

■ Instruct: Click on the Assignment section.

■ Instruct: Click the Go to Practise button to attempt the activity.

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

■ Instruct: Click on the Yes button to submit the activity.

Note

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

● Ask the following probing questions:

■ Why do you think we use substrings?

Possible Responses: They help us filter data; They can help us encode data; They can help us search for words or phrases; They can help us find and replace certain texts

■ Can we find occurrences of numbers in a string?

Possible Responses: Yes

● Assign the following project as homework:

■ Input a sentence in a String and find the occurrences of ‘a’ in it.

Note

● The project is optional. Assign it if feasible.

5. Project – My Profile

Objectives

In this session, students will learn about –

● Use the concepts learnt in the lesson to create a mini project - Print Your Profile.

Keywords

● Profile: is an article or details about a person

WEBS at a Glance

Recall the concepts covered in the previous coding session

Discuss what can the students input and print as

person’s details

● Instruct: Go to the Panel and open the Lab on Project – Print Your Profile.

● Discuss the concept of the Profile as given in the Panel.

● Invite answers from as many students as possible.

● Conduct the Project given in the Panel:

■ Say: Let’s try and code for creating our profile.

■ Instruct: Click the Go to Practise button to attempt the activity.

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

■ Instruct: Click on the Yes button to submit the activity.

Note

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

● Ask the following probing questions:

■ Why do we need a profile?

Possible Responses: It helps others know about us

■ Can you think of places where a profile can be used?

Possible Responses: At school; At work; In hospitals; We create profiles in social media as well

● Assign the following project as homework:

■ Ask the students to practise all the concepts learnt in the lesson.

Note

● The project is optional. Assign it if feasible.

Conditions

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

● 1B - AP – 10 Control

This chapter is divided into the following lab sessions

1. Conditions I

2. Conditions II

3. Conditions III

4. Conditions IV

1. Conditions I

Objectives

In this session, students will learn about –

● What are conditions

■ If-else statement

■ If do block

Keywords

● Conditions: tell a program to execute different actions depending on whether a certain criteria is true or false

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Discuss Conditions Activity given in the panel

Action

● Instruct: Go to the Panel and open the Lab on Conditions I

● Play the video given on the panel.

● Discuss the Quiz questions given on the Panel.

● Invite answers from as many students as possible.

Conclude the session Assign the homework

● Conduct Frame Conditions given in the Panel:

■ Say: Let’s see a couple of scenarios and try to frame blockly conditions for the situations.

■ Instruct: Click on the Assignment section.

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

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

■ Instruct: Click on the Yes button to submit the activity.

Note

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

● Conclude: Today, we learned about conditions, if-else statements, and if-do blocks.

● Ask the following probing questions:

■ What decisions do you come across in your day-to-day life?

Possible Responses: Deciding what to wear; What to eat; Where to go out with friends/ parents; Which subject to study on a particular day and so on

■ Can you think of conditions in your day-to-day life that can be framed as “if <this> then I will <do this>?

Possible Responses: If it rains, I will wear dark coloured clothes; If the teacher is absent, I will do my pending H.W (or read a book); If it’s Mom’s birthday, I will make her a card; If my friend visits me, I will go out to play with him/her and so on

● Assign the following project as homework:

■ Take user input and create a condition using the if do block.

Note

● The project is optional. Assign it if feasible.

2. Conditions II

Objectives

In this session, student will learn about –

● If-else block

● Else-if block

Keywords

● Conditions: tell a program to execute different actions depending on whether a certain criteria is true or false

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Discuss if-else and Else-if blocks

Activity given in the panel Solved examples – Q 5.1 and 5.2

Conclude the session Assign the homework

● Instruct: Go to the Panel and open the Lab on Conditions II.

● Play the video given on the panel.

● Discuss the Quiz questions given on the Panel.

● Invite answers from as many students as possible.

● Conduct Solved Examples given in the Pages 32 and 33:

■ Say: Let’s see some examples to understand the If-else and Else-if blocks.

■ Instruct: Click on the Assignment section.

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

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

■ Instruct: Click on the Yes button to submit the activity.

Note

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

● Conclude: Today, we learned about the If-else and Else-if blocks.

● Ask the following probing questions:

■ Can you differentiate when to use the if-else block and when to use the else-if block?

Possible Responses: When we have only one condition, we use the if-else block; When we have to check more than one condition and action, we use the else-if block

■ Why do you think the last else does not require a condition?

Possible Responses: The last else is the last option that will execute whenever the previous conditions are false; If no condition is true, the last else block will be executed

● Assign the following project as homework:

■ Input marks in English. Check the following conditions – If the marks are more than 90 print a message “Excellent”. If the marks are fewer than 60, print “You need to work harder”. If none of the conditions are true, print “You are doing well. Keep working hard!”

Note

● The project is optional. Assign it if feasible.

3. Conditions III

Objectives

In this session, students will learn about –

● Conditions using the logical operator AND

Keywords

● Logical AND: returns true if both conditions are true and returns false if any of the two conditions is false

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Discuss conditions using logical AND operator Activity given in the panel Conclude the session Assign the homework

Action Plan

● Instruct: Go to the Panel and open the Lab on Conditions III.

● Play the video given in the panel.

● Discuss the Quiz questions given in the Panel.

● Invite answers from as many students as possible.

● Conduct Hot or Cold given in the Panel:

■ Say: Let’s check in what range the temperature falls.

■ Instruct: Click on the Assignment section.

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

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

■ Instruct: Click on the Yes button to submit the activity.

Note

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

● Conclude: Today, we learned about conditions using the AND operator.

● Ask the following probing questions:

■ What kind of conditions can we check using an AND operator?

Possible Responses: We can check marks that fall in a range and assign a grade; We can check the age and decide if the person is a teenager, an adult, or old

■ Where do you find the use of conditions in your day-to-day life?

Possible Responses: While in a fun park, there is a height or age limit that should be fulfilled; A person can vote if their age is older than 18; Some places only allow people within a certain age range; We can play a certain game at the gaming zone only if our age is older than 10 years and so on

● Assign the following project as homework:

■ Input a student’s marks and write a condition for checking the marks and deciding if the student is an A grader. [A student who scores between 85 and 95 is an A grader.]

Note

● The project is optional. Assign it if feasible.

4. Conditions IV

Objectives

In this session, students will learn about –

● Conditions using the logical OR operator

Keywords

● OR operator: gives the result as true if any of the conditions is true and false if all the conditions are false

WEBS at a Glance

Recall the concepts covered in the previous coding session

Play the video given in the panel to introduce the concepts to be covered in this session

Discuss conditions using logical OR operator Activity given in the panel Conclude the session Assign the homework

Action Plan

● Instruct: Go to the Panel and open the Lab on Conditions IV.

● Play the video given on the panel.

● Discuss the Quiz questions given in the Panel.

● Invite answers from as many students as possible.

● Conduct Check Number given in the Panel:

■ Say: Let’s check if the number is a single-digit, double-digit, or a three-digit number.

■ Instruct: Click on the Assignment section.

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

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

■ Instruct: Click on the Yes button to submit the activity.

Note

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

● Conclude: Today, we learned about conditions using the OR operator.

● Ask the following probing questions:

■ What is the difference between AND and OR operators?

Possible Responses: AND is used when we want all the conditions to be true. OR is used when we want any one of the conditions to be true

■ Give an example (from your day-to-day life) that clearly shows the difference between the use of AND and OR.

Possible Responses: I want a sandwich AND a milkshake → here I want both of them, hence AND is used; I can have a chocolate milkshake OR a vanilla milkshake → here any one of the two will do, so OR is used

● Assign the following project as homework:

■ Input a number and print “Condition Satisfied” if the number lies between the range 1-10 or 50-60.

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.