Complimentary Copy—Not For Sale

FOURTH EDITION
FOR GRADE 2
2
KEYBOARD Computer Science with
Application Software

TEACHING GUIDE
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First Edition published in India in 2009
First Edition adapted and published in Pakistan in 2009
Second Edition published in India in 2013
Second Edition adapted and published in Pakistan in 2014
Third Edition published in India in 2015
Third Edition adapted and published in Pakistan in 2019
Fourth Edition adapted and published in Pakistan in 2025
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ISBN 9786275223788
Introduction
Keyboard: Computer Science with Application Software teaching guide is
designed to empower educators and engage young learners, providing a valuable
tool for teaching computer concepts to students in grades 1-5.

Features
Scheme of Work

This is a comprehensive curriculum outline for the grade that ensures

a structured and coherent learning journey. It provides a detailed
breakdown of the number of lessons for each chapter and topic and the
core competencies and digital content mapped for teachers' convenience.

Sample Lesson Plan

This instructional sequence outlines teaching strategies for one topic from
the chapter learning objectives for students and teachers. It highlights core
competencies and includes measures of success, like formative assessments
and performance indicators, to help teachers track student progress
effectively and design their own lesson plans accordingly.

Engagement Activities

Additional exercises to reinforce core lessons are designed to be engaging

and interactive. These activities may include hands-on projects, problem-
solving tasks, research assignments, and group work. It offers alternative
explanations and additional practice opportunities that allows students to
succeed, regardless of their current performance level.

This collaborative guide has compiled insights from educational experts and
the latest teaching methods to offer a comprehensive resource for computer
education in the primary grades. It serves to create an engaging and effective
learning environment that promotes the curiosity of students.

iii
 CONTENTS
Content Page No
Introduction iii

Scheme of Work vi

Chapter 1 Using a Computer 2

• Sample Lesson Plan 2

• In the Lab 4
• Group Project 5
• Engagement Activities 6
• Answers for Exercise 7

Chapter 2 Navigating Touchscreen Devices 10

• Sample Lesson Plan 10

• In the Lab 12
• Group Project 13
• Engagement Activities 14
• Answers for Exercise 15

Chapter 3 Organising Data 16

• Sample Lesson Plan 16

• In the Lab 18
• Group Project 20
• Engagement Activities 20
• Answers for Exercise 22

iv
 Content Page No
Chapter 4 Adventures with Paint and Tux Paint 23

• Sample Lesson Plan 23

• In the Lab 25

• Group Project 27

• Engagement Activities 28

• Answers for Exercise 29

Chapter 5 Getting Started with Word 30

• Sample Lesson Plan 30

• In the Lab 32

• Group Project 33

• Engagement Activities 34

• Answers for Exercise 35

Chapter 6 Patterns and Problem Solving 36

• Sample Lesson Plan 36

• In the Lab 38

• Group Project 38

• Engagement Activities 39
• Answers for Exercise 40

v
 Scheme of Work

No. of Core Learning Additional

Chapter Teaching Objectives
Periods Competencies Objectives Resources

Using a computer 4 • Develop an Digital literacy, • Facilitate students' • Websites with games and
understanding of how critical thinking, comprehension of the activities that teach about
computer parts work. communication functions of various computer computer parts (e.g.,
• Explore the differences and collaboration components. ''How Computers Work''
between input and • Differentiate between input for Kids)
output devices and and output devices and • Apps that simulate
recognise how they help elucidate their significance. computer components or
us. • Introduce and analyse teach about input/output
• Discuss the different different forms of information devices
forms of information (text, images, sound, • Books that explain
(text, images, sound, multimedia) and their computer concepts in a
multimedia) and practical applications. simple and engaging way.
understand their uses

Navigating 4 • Explore the basics of Digital literacy, • Guide students through the • If available, provide
Touchscreen Devices touchscreen interactions. problem-solving, fundamentals of touchscreen students with old or
• Demonstrate how to fine motor skills, interactions. donated Android phones
open and close apps on information • Demonstrate the process for hands-on practice.
an Android phone. literacy of opening and closing • If available, use tablets
• Identify computer applications on an Android for interactive learning
viruses and antiviruses phone. activities.
• Educate students on the • Apps that teach basic
identification and prevention touchscreen gestures and
of computer viruses. simple navigation.
• Books that explain
the basics of using
smartphones and tablets.

Organising Data 4 • Master digital Digital • Instruct students on the • Simple file management
organization through organisation, systematic organisation of simulations or games.
creation of logical file problem-solving, information and data using • Books that explain basic
hierarchies information files and folders. computer organisation
• Develop systematic literacy • Provide guidance on creating, concepts.
approaches to data naming, and renaming folders. • Use everyday examples of
management using • Illustrate methods for locating organisation (e.g., school
child-friendly interfaces files through folder navigation. folders, toy boxes) to
• Understand digital illustrate the concept.
storage concepts through
interactive exploration

vi
 Reasoning Communication Connection ICT Activities Additional Strategies

• Have students brainstorm • Have students design • Invite a local IT • Use educational • Use real computer parts (if
what would happen their own ''dream professional to speak software that available) or build simple models to
if a specific computer computer'' by drawing to the class about their allows students help students understand how they
component (e.g., the mouse) and labelling its job and how they use to interact with work.
didn't work. components. computers. virtual computer • Provide different learning activities
• Provide students with a list • Have students research • Visit a local computer components. for students with varying learning
of devices and have them and present to the class repair shop or a • Play educational styles (e.g., visual aids, hands-on
categorise them as input or on a specific input or technology museum. games reinforcing activities, group work).
output. output device. • Introduce students to the computer • Relate computer concepts to
• Have students match • Have students write history of computers and concepts (e.g., everyday life (e.g., how computers
different types of a short paragraph how they have evolved matching games are used in stores, hospitals, and
information (e.g., a song, a about how they use over time. for input/output schools).
picture, a story) with their computers at home or devices).
• Emphasise the importance of safe
appropriate uses. school. and responsible computer use (e.g.,
cyberbullying, online safety).

• Discuss what happens if you • Have students present • Interview or Invite a • Have students • Provide ample opportunity
accidentally close an app or their favourite app to parent or family member explore a simple for students to practice using
if you can't find a specific the class, explaining to demonstrate their educational app touchscreen devices under close
app. how to open it and smartphone or tablet under teacher supervision.
• Provide visual cues what it does. use. supervision. • Provide different levels of support
or demonstrations of • Have students create • Visit the school library • Play simple and challenges for students with
touchscreen gestures and a poster illustrating or community centre to games on tablets varying learning styles and abilities.
have students identify or basic touchscreen learn about using library that involve • Emphasise the importance of
perform them. gestures and tips for computers or tablets. touchscreen responsible phone use, including
• Present simple scenarios using a phone safely. • Discuss how touchscreen interactions. screen time limits and online safety.
(e.g., ''The phone is • Have students write devices are used • Use simple • Encourage students to use
locked'') and have students simple descriptions of in various settings drawing or touchscreen devices for learning,
brainstorm solutions. different apps they use. (e.g., schools, stores, painting apps to creativity, and communication.
restaurants). create artwork.

• Discuss the importance of • Have students create • Discuss how people • Use educational • Use physical folders and papers to
organising files (e.g., easy to a presentation organise information software that simulate creating and organising
find, prevents clutter). showcasing their in the real world (e.g., simulates a files.
• Present scenarios where a organised folder libraries, offices). computer file • Provide different levels of challenge
student cannot find a file structure. • Invite a librarian or a system. (e.g., simple file structures for
and have them brainstorm • Have students technology specialist • Have students beginners, more complex for
solutions. create creative and to discuss information create a digital advanced learners).
• Create a set of simple rules descriptive folder organisation. portfolio of their • Use diagrams and flowcharts to
for naming files and folders names. • Encourage students work, organised illustrate folder structures.
(e.g., use descriptive names • Create a class poster to help organise into folders.
• Praise students for organising their
and avoid spaces). with tips for organising files on their home digital work effectively.
files and folders. computers (with parent
supervision).

vii
 No. of Core Learning Additional
Chapter Teaching Objectives
Periods Competencies Objectives Resources

Adventures with 6 • Master digital art Creativity and Instruct students on utilizing the Simple video tutorials
Paint and Tux Paint tools through creative imagination, digital features of Paint and Tux Paint demonstrating basic
exploration art skills, fine to create illustrations (curve painting techniques.
• Develop visual motor skills tool, shapes, polygon, eraser, fill Display images of student
communication skills color, text, select, magnifier, color artwork or professional
using digital mediums picker, magic effect in Tux Paint). artwork for inspiration.
• Understand colour Connect digital art to
theory and digital design real-world art forms
principles (e.g., painting, drawing,
• Create meaningful sculpture).
digital artwork using
various tools

Getting started with 6 • Indicate the names and Digital literacy, • Identify and explain the names • Simple online tutorials or
Word functions of key Word communication, and functions of the Word videos for beginners.
interface components. problem-solving, interface components. • Worksheets with simple
• Understand how to information • Guide students in creating, typing and formatting
create, edit, and save literacy editing, and saving exercises.
documents. documents. • Provide examples of well-
• Explore text formatting • Explore and apply text formatted documents
options and styles to use formatting options and styles (e.g., letters, stories).
on text in documents. within documents.
• Label parts of the word • Label and describe the parts of
window the Word window.'

Patterns and 4 • Understand complex Critical thinking, • Explain and analyze complex • Manipulatives for
Problem solving patterns and their real- problem-solving, patterns and their real-life exploring patterns
life applications. computational applications. (e.g., triangles, squares,
• Explore how computers thinking • Demonstrate how computers circles).
use advanced pattern utilise advanced pattern • Cards with visual
recognition with recognition with practical patterns for students to
examples. examples. analyse and extend.
• Engage in challenging • Engage students in challenging • Books that feature
pattern recognition pattern recognition activities patterns in stories and
activities for grade 2. appropriate for grade 2. illustrations.
• Promote computer etiquette • Interactive websites and
(e.g., avoid eating near games that focus on
computers, keep devices away pattern recognition.
from direct sunlight, prevent
overheating).
• Explain the concept of a
sequence as an algorithm.
• Discuss the importance of
selecting the correct sequence.
• Illustrate the proficiency of
computers in recognising
patterns.

viii
 Reasoning Communication Connection ICT Activities Additional Strategies

• Present challenges like' Draw • Have students write • Introduce students to • Follow step-by- • Provide different levels of
a house' or 'Create a self- a short description famous artists and their step tutorials to complexity for each activity.
portrait' and have students of their artwork, works. create simple • Encourage experimentation and
brainstorm how to achieve it explaining their ideas • Participate in a digital artwork. celebrate student creativity.
using the tools. and the tools they community art project • Set weekly or
used. • Emphasize the creative process and
• Discuss what happens when that incorporates digital bi-weekly creative the joy of experimentation.
you change the brush size, • Encourage students to art. challenges (e.g.,
colour, or tool. provide constructive 'Draw an animal,' • Ensure that the software and
• Encourage students to activities are accessible to all
feedback on each use nature as inspiration 'Create a fantasy
other's artwork. landscape'). students.
for their digital artwork.
• Showcase student • Create simple
artwork on a digital stories
classroom projector or using images and
website. text.

• Discuss what happens if you • Have students create a • Discuss how Word • Follow step-by- • Provide ample opportunity for
accidentally delete text or simple story, poem, or is used in various step tutorials to students to practice using Word
cannot find the save button. short report in Word. professions (e.g., writing learn basic Word independently.
• Discuss the importance of • Create a class poster letters, creating reports, features. • Provide varying levels of complexity
using formatting to make illustrating different drafting stories). • Use online and support for different learners.
documents look neat and text formatting • Invite a writer, teacher, typing games • Encourage students to explore and
professional. options. or office worker to and exercises experiment with different features.
• Have students identify the • Have students discuss how they to improve
use word processing typing speed and • Make learning Word engaging and
appropriate tool for a given exchange documents enjoyable through games, activities,
formatting task (e.g., 'How and provide feedback software. accuracy.
and creative projects.
do I make this text bold?'). on each other's • Encourage students to • Have students
formatting.' use Word at home to work together
create simple documents to create a class
with their families. newsletter using
Word.

• Present students with pattern • Have students create • Take a nature walk to • Play online games • Use manipulatives, building blocks,
sequences and have them a story or poem based observe patterns in that involve and other materials to create and
predict the next element. on a pattern. leaves, flowers, and other identifying explore patterns.
• Provide puzzles and • Have students present natural objects. and extending • Provide varying levels of challenge
challenges that require their findings on a • Explore how patterns patterns. and support for different learners.
students to identify and specific pattern to the are used in music (e.g., • Use drawing • Emphasise the importance of
extend patterns. class. rhythm, melody). software to create pattern recognition in everyday life.
• Encourage students to find • Encourage students • Discuss how pattern and manipulate
digital patterns. • Incorporate games and puzzles that
and describe patterns in to create artwork that recognition is used in develop pattern recognition skills.
their everyday lives. incorporates patterns. everyday technology • Explore
(e.g., barcode scanners, simple pattern
self-driving cars). recognition
software (if
available).

ix
CHAPTER

1 USING A COMPUTER

Can everyone use computers?

Of course! Computers are for everyone, but

people should know how to interact with them
to make the most of what they can do.

Learning Objectives
Students will be able to:
• Develop an understanding of how computer parts work.
• Explore the differences between input and output devices and recognise how they help us.
• Discuss the different forms of information (text, images, sound, multimedia) and
understand their uses.

Sample Lesson Plan

Lesson Title: The Computer—A Machine
Page numbers: 2 and 3
Core Competencies
• Digital Literacy: Understand basic computer concepts and functions.
• Critical Thinking: Analyze and classify information.
• Communication: Effectively communicate information about technology.
• Collaboration: Work together to complete a class project.
Keywords
Input, Output, Device, Keyboard, Mouse, Microphone, Scanner, Monitor, Printer,
Speakers, Headphones

2
Chapter 1 Using a Computer

Resources Required
• Textbook
• Computer with Internet access
• Board/Projector/interactive whiteboard
• Whiteboard and markers
• Chart paper or butcher paper
• Markers, crayons, or coloured pencils
• Pictures or images of different input and output devices
• Old computer peripherals (if available)
• Educational software or apps related to input/output devices
Activities
1. Brainstorming: Begin with an engaging video or story about how computers work. Ask students,
'What do you use to talk to a computer?' and 'What does the computer use to talk to you?'
Introduce the concepts of input and output and provide simple definitions.
2. Interactive Exploration: Present common input devices using a slideshow or interactive
whiteboard. If available, allow students to interact with a keyboard and mouse. Divide students
into small groups. Provide each group with pictures of different input devices. Have them classify
the devices as input and discuss their functions. Continue the presentation with standard output
devices.
3. Show and Tell: If possible, demonstrate different output devices (e.g., printer, speakers). Repeat the
group activity, this time focusing on output devices. Play a matching game where students match
input devices with their corresponding actions (e.g., keyboard-typing, mouse-clicking). Present
scenarios where input or output devices are missing (e.g., 'What if a computer had no keyboard?').
4. Creative Activity: Have students work in pairs to create a 'computer' using recycled materials.
They should identify and label the input and output devices on their creations.
Performance Indicators
Students can:
9 identify and describe at least three input devices.
9 identify and describe at least three output devices.
9 explain the difference between input and output devices in their own words.
9 participate actively in group discussions and activities.
9 create a 'computer' model that accurately represents input and output devices.

3
Chapter 1 Using a Computer

IN THE LAB

Activity 1
Make a list of the number of desktop and laptop computers:
a. in your school
b. at home
Instructions
• Discuss the difference between desktop and laptop computers.
• Show pictures of both types of computers.
• Have students make a list of the number of desktop and laptop computers.
• Take a walk around the school to count the computers.
• Ask students to discuss with their parents and note down the numbers.
• Compare the numbers and discuss why there might be more of one type than the other.
Activity 2
Form groups of two students each. One will start and the other will shut down the computer.
Note down the steps to start and shut down the computer in your notebook.
Instructions
• Explain the importance of properly starting and shutting down a computer.
• Form groups of two students each.
• One student will start the computer, and the other will shut it down.
• Students will note down the steps in their notebooks.
• Discuss the steps as a class and ensure everyone understands the process.
Activity 3
Explore the different ways in which icons can be rearranged on the desktop. Would it be a good
idea to arrange them so that all the similar topics are together? Do you think a left-handed
computer user needs to have the icons in a different place on the screen to a right-handed user?
Instructions
• Discuss what desktop icons are and why they are important.
• Have students explore different ways to rearrange icons on the desktop.
• Discuss whether it’s a good idea to group similar topics together.
• Consider if left-handed users might need a different arrangement.
• Share findings and discuss the best ways to organise icons.

4
Chapter 1 Using a Computer

Activity 4
Draw a figure of a computer system in your notebook and label its parts.
Instructions
• Show a diagram of a computer system and explain its parts.
• Have students draw a computer system in their notebooks and label its parts.
• Display some drawings and discuss the parts of the computer.
Activity 5
Search for the antivirus software installed on your computer.
Instructions
• Explain what antivirus software is and why it’s important.
• Have students search for the antivirus software installed on their computers.
• Discuss how to identify if the software is up to date.
• Share findings and discuss the importance of keeping antivirus software updated.

GROUP PROJECT

Activity 1
Your younger schoolmates are curious to learn more about the different input and output
devices of the computer. Using cartoon characters, create an explanatory cartoon strip to show
different ways of inputting and outputting information through devices. Illustrate in your
cartoon strip if something funny happens during this process..
Instructions
• Talk about input and output devices and show pictures.
• Explain that students will make a cartoon strip to teach younger kids.
• Think of ideas for cartoon characters and a funny story.
• Decide which devices to include in the cartoon.
• Draw the cartoon strip showing input and output devices.
• Include a funny incident in the story.
• Help students as they work on their strips.
• Share the cartoon strips with the class.
• Talk about the different devices and the funny stories for help.

5
Chapter 1 Using a Computer

Activity 2
Maham has received an email in her inbox stating that she has won a bonus of PKR 500,000/-
The email also says that she needs to enter the details of her bank account to process the
payment. Maham doesn’t recall participating in any lucky draw or contest. However, she is very
excited to open the email. Do you think it’s a good idea to open and respond to the email? What
would you advise her?
Instructions
• Talk about phishing emails and why they are bad.
• Show an example of a phishing email.
• Present the scenario: Maham gets an email saying she won money.
• Ask if it’s a good idea to open and respond to the email.
• Form small groups and give each group a phishing email example.
• Find the red flags and discuss what to do.
• Act out a conversation advising Maham on the email.
• Emphasise not sharing personal information.
• Review email safety tips.
• Discuss why it’s important to be careful with emails.

Engagement Activities

Input vs. Output Device Match

• Prepare flashcards with images of various devices (e.g., keyboard, mouse, printer, monitor).
• Ask students to categorise the devices into input or output.
• Discuss why they categorised each device the way they did.
Mystery Sound Challenge
• Play different sounds (e.g., keyboard typing, printer printing, music).
• Have students guess what device made the sound.
• Discuss how each device provides input or output.
Picture This
• Show students images of different input and output devices.
• Ask them to identify which input devices are output devices and what information they handle
(text, images, sound).
• Discuss their everyday experiences with these devices.

6
Chapter 1 Using a Computer

Multimedia Showcase
• Show a short video or animation highlighting the differences between input and output devices.
• Ask students to raise their hands whenever they see an input or output device.
• Discuss the types of information each device handles.
Would You Rather Questions
1. Would you rather use a keyboard or a touchscreen to type your homework?
2. Would you rather watch a video on a big screen or listen to a podcast on your computer?
3. Would you rather design a game that uses images or one that uses sound?
Applied Scenario-Based Question
• If you were to create a story using a computer, which input, and output devices would you use and
why?
Thought Experiment
• Imagine if there were no output devices (like screens or printers). How would you share
information with others?

Answer for Exercise

1. Fill in the Blanks

a. Pictures
b. Desktop
c. Fingers
d. Start
e. Serial
2. True and False
a. T
b. T
c. F
d. F
e. F

7
Chapter 1 Using a Computer

3. Choose the correct option

a. All of these
b. Personal computer
c. Microphone
d. Both i. and iii. (Virus and Malware)
e. All of them
4. Answer the following question
a. It is important to turn on and off the computer correctly to ensure that the operating system
and data are properly loaded and saved. This helps prevent file corruption, hardware damage,
and loss of unsaved data. Using improper shutdown methods (like turning off the power
directly) can lead to malfunction or damage over time.
b. The term ‘icons’ comes from the Greek word 'eikon,' meaning 'image' or 'likeness.' Icons
represent applications, files, or commands in a visual format, similar to religious icons that
symbolise various figures and messages. Icons remind me of symbols or signs that convey
information quickly and efficiently, allowing users to easily navigate through a digital
environment.
c. List reasons:
• Perform complex calculations at incredibly high speeds.
• Analyse vast amounts of data to identify patterns (data mining).
• Operate continuously (24/7) without fatigue.
• Understanding these abilities is important because it highlights how computers
complement human capabilities and assist in tasks that require speed, precision, and
efficiency. This awareness can help in leveraging technology effectively in various fields.
d. Main parts of computer are:
• Central Processing Unit (CPU)
• Memory (RAM)
• Storage (Hard Drive or SSD)
• Motherboard
e. Input devices allow users to submit data and commands to the computer (e.g., keyboard, mouse,
microphone), while output devices render and display data from the computer to the user (e.g.,
monitor, printer, speakers). In essence, input devices capture information, whereas output devices
communicate results or feedback to the user.
f. The monitor is crucial as it displays the user interface and visual outputs of the computer's
processes, allowing users to interact effectively. The keyboard and mouse serve as input devices to
provide commands and data to the computer. Together, they form a cohesive interaction system,
where the user inputs information through the keyboard or mouse and receives visual feedback or
outputs on the monitor, enabling seamless communication and operation.
g. List of ways to protect your devices from getting attacked by malicious programs:
• Install and regularly update antivirus and anti-malware software.
• Keep your operating system and applications updated to patch vulnerabilities.

8
Chapter 1 Using a Computer

• Avoid clicking on suspicious email links or downloading unknown attachments.

• Use firewalls to monitor and control incoming and outgoing network traffic.
• Practice safe browsing habits and avoid visiting unsecured or questionable websites.
• Backup important data regularly to recover from any potential attacks.
• By implementing these measures, users can significantly reduce the risk of malware infections
and enhance the overall security of their devices.

9
CHAPTER

2 NAVIGATING TOUCHSCREEN DEVICES

How do touchscreens work?

Touchscreens have sensors that can feel your touch.

When you tap, swipe, or even pinch the screen, it
sends a command to the computer and tells it what
task you want it to do.

Learning Objectives
Students will be able to:
• Explore the basics of touchscreen interactions.
• Demonstrate how to open and close apps on an Android phone.
• Identify computer viruses and antiviruses.

Sample Lesson Plan

Lesson Title: The Computer—A Machine
Page numbers: 2 and 3
Core Competencies
• Digital Literacy: Understanding touch screen technology.
• Critical Thinking: Evaluating the ease of use of touch screens.
• Communication: Describing parts of an Android phone.
Keywords
Touch Screen, Android Phone, Power Button, Volume Buttons, Display Screen, Icons,
Home Screen
Resources required
• Textbook
• Board/Projector/interactive whiteboard

10
Chapter 2 Navigating Touchscreen Devices

• Android phone (real or model)

• Pictures of various touchscreen devices
• Worksheets for labelling parts of an Android phone
Activities
1. Touchscreen Exploration: Display various touchscreen devices (tablets, smartphones). Write
student responses to 'What is a touchscreen?' on the board. Discuss how touchscreens work and
their advantages/disadvantages.
2. Group Activity: Have students brainstorm a list of devices that use touchscreens. Display student
lists and discuss common themes.
3. Visual Learning: Use a large image or real device to point out key parts of an Android phone that
are also shown on page 13 in the textbook:
• Touchscreen buttons (home, back, recent apps)
• Power button
• Volume buttons
• Display screen
• Icons
• Home screen
Performance Indicators
Students can:
9 explain what a touch screen is.
9 name devices that use touch screens.
9 identify and label the parts of an Android phone.

11
Chapter 2 Navigating Touchscreen Devices

IN THE LAB

Activity 1
Use a touchscreen device to play a favourite game. Write down the steps you took to open the
device and launch the game application.
Instructions
• Discuss the importance of knowing how to use touchscreen devices.
• Explain that students will write down the steps to open a device and launch a game.
• Show the class how to turn on a touchscreen device.
• Demonstrate how to find and open a game application.
• Give each student a tablet or touchscreen device.
• Have them practice turning on the device and launching their favourite game.
• Ask students to list the steps they took to open the device and launch the game.
• Encourage them to be clear and detailed in their instructions to a friend.
• Let students share their written steps with the class.
• Discuss any differences and ensure everyone understands the correct process.

APPLICATION BASED QUESTIONS

Activity 1
Think about your favourite game on a touchscreen. Can you describe how you use your fingers
to play it?
Instructions
• Discuss what a touchscreen is and how it works.
• Ask students to think about their favourite game on a touchscreen.
• Have students describe their favourite game and how they use their fingers to play it.
• Encourage them to use words like swipe, tap, and drag.
• Give students drawing paper and coloured pencils.
• Ask them to draw a picture of themselves playing their favourite game on a touchscreen.
• Have them label their actions (e.g., swipe, tap).
• Let students share their drawings and descriptions with the class.

12
Chapter 2 Navigating Touchscreen Devices

• Discuss the different ways they use their fingers to play games.
• If tablets or touchscreen devices are available, let students demonstrate how they play their
favourite game.
Activity 2
Think about your tablet or computer at home. How do you take care of the Touchscreen to keep
it clean and working well?
Instructions
• Discuss why it’s essential to take care of touchscreens.
• Show a clean and a dirty touchscreen to illustrate the difference.
• Ask students how they care for their tablets or computers at home.
• Write their ideas on the board.
• Demonstrate how to clean a touchscreen using a soft cloth.
• Show how to apply a screen protector (if available).
• Divide students into small groups.
• Give each group a cleaning cloth and a tablet or touchscreen device (if available).
• Have them practice cleaning the screen and discuss other ways to take care of it.
• Let each group share their cleaning tips and practices.
• Discuss the importance of regular maintenance.

GROUP PROJECT

Activity 1
Discuss and list down the reasons why it is important to be gentle when touching a touchscreen.
Instructions
1. Brainstorm reasons why it's essential to be gentle with touchscreens.
2. Guide discussion towards preventing scratches, ensuring accurate touch responses, and
prolonging the device's life.
3. Provide students with a simple touchscreen activity (e.g., drawing app).
4. Encourage gentle touch while completing the activity.
5. Observe and discuss the results.
6. Discuss potential consequences of rough touchscreen use: Scratches on the screen,
Unintended actions (e.g., accidental taps), and Possible damage to the device.

13
Chapter 2 Navigating Touchscreen Devices

Engagement Activities

App Show and TellTouchscreen Simon Says

• Play a quick game of 'Simon Says' using touchscreen commands like 'swipe left,' 'double tap,' and
'pinch to zoom.' Students can follow along on their devices.
• Ask students to quickly show their favourite app on their Android phone and explain what it does
in one sentence. This encourages the identification of different apps and their purposes.
Virus vs. Antivirus Match
• Provide images of cartoon viruses and antivirus symbols. Students match the virus with the
antivirus by drawing a line between them on a worksheet.
Open and Close Race
• Have students race to open and close a specific app on their devices. Call out the app name; the
first to complete the task wins a sticker.
Touchscreen Drawing
• Give students 2 minutes to draw a simple shape or character using a drawing app. Share their
creations with the class to explore touchscreen interactions.
Would You Rather Questions
1. Would you rather have a phone that only allows you to play games or lets you read books?
2. Would you rather open an app with a swipe or a tap?
3. Would you rather never have to update your apps again or always get the latest version
immediately?
Deep Question
• Why do you think it's important to keep our devices safe from viruses?
Applied Scenario-Based Question
If you found out that your favourite app was acting funny and not working properly, what steps would
you take to fix it?
Thought Experiment
• Imagine if your touchscreen device could talk to you. What would you want it to say when you
opened an app, and why?

14
Chapter 2 Navigating Touchscreen Devices

Answer for Exercise

1. Multiple Choice Questions

a. Favorites
b. Desktop
c. Swipe up from the bottom of the screen.
2. Answer the following questions
a. Screen time is the time you spend looking at screens like phones, tablets, and computers. It's
important to find a balance. To reduce screen time, I can read books instead of using tablets,
play outside more, and spend time with family and friends.
b. I once used a touchscreen to learn how to draw animals. I used a drawing app on my tablet.
The touchscreen made it easy to draw lines and colours. I could also easily undo mistakes,
which made it fun to experiment and learn.

15
CHAPTER

3 ORGANISING DATA

How can I make it easier to find files on the computer?

You can use files and folders,

and learn how to name them
and where to save them to help
you find them faster.
Let's explore how you can do
so!

Learning Objectives
Students will be able to:
• Master digital organisation through the creation of logical file hierarchies
• Develop systematic approaches to data management using child-friendly interfaces
• Understand digital storage concepts through interactive exploration

Sample Lesson Plan

Lesson Title: How Files and Folders Help Organise Information
Page numbers: 22 and 23
Core Competencies
• Critical Thinking and Problem Solving: Identifying and solving problems about
organising digital information.
• Digital Literacy: Gaining proficiency in managing files and folders using computer
systems.
• Information Management: Systematically organising and managing digital
information.
• Communication: Explaining the steps and importance of organising files and
folders.
• Self-Management: Maintaining a clutter-free digital workspace.

16
Chapter 3 Organising Data

Keywords
• Organisation, Files, Folders, Cluttered System, File Explorer, Address Bar, Navigation Pane, Search
Bar
Resources required
• Textbook
• Whiteboard or projector
• Markers or interactive whiteboard pens
• Pictures or diagrams of a cluttered desktop vs. an organised desktop
• Simple file organisation simulation in lab or through screenshots as images
Activities
1. Clutter vs. Clean: Show pictures of a cluttered desktop vs. an organised desktop. Discuss with
students the challenges of finding things in a messy room. Explain how a cluttered computer is
similar - it's hard to find files, it looks messy, and it can make the computer run slower.
2. Folder Fun: Use the analogy of a school backpack or a toy box to explain how folders are like
boxes to keep things organised. Have students brainstorm how to organise their drawings, stories,
and games into 'digital folders.'
3. Organising Steps: Introduce the basic steps of organising files:
• Create a new folder.
• Name the folder appropriately.
• Drag and drop files into the correct folders.
• Rename files and folders for clarity.
4. File Explorer Exploration: Use a simplified diagram, screenshot, or real-life example of a file
explorer window. Guide students to identify and label key components:
• Address Bar: Simplified as 'the path that shows where you are.
• Folder Icons: Explain that these represent folders.
• Navigation pane Allows quick access to different folders.
• File Icons: Explain that these represent documents, pictures, etc.
Performance Indicators
Students can:
9 identify at least two disadvantages of a cluttered computer system.
9 create a new folder and name it appropriately.
9 drag and drop files into the correct folders.
9 rename files and folders for clarity.
9 label the parts of the File Explorer interface (address bar, navigation pane, file list, search bar).
9 explain the function of each part of the File Explorer interface.

17
Chapter 3 Organising Data

IN THE LAB

Activity 1
Analyse your lab’s desktop screen. Are all your files well-organised? Tidy up your desktop by
placing them in correct folders with appropriate names.
Instructions
• Begin with a discussion on the importance of keeping things organised, relating it to their
daily lives (e.g., keeping their room tidy).
• Introduce the task of organising the desktop and explain why it is important for efficiency
and ease of access.
• Show an example of a cluttered desktop using the projector.
• Ask students to analyse their own desktop screens and identify if their files are well-
organised.
• Discuss the common issues found on a cluttered desktop.
• Demonstrate the steps to organise files into folders:
a. Create a new folder.
b. Name the folder appropriately.
c. Drag and drop files into the correct folders.
d. Rename files and folders for clarity.
• Provide handouts with these steps for reference.
• Allow students to work in pairs to organise their desktops, offering guidance and
support as needed.
Activity 2
Draw the icons in your notebook to represent an image file and a folder.
Instructions
• Begin with a discussion on the importance of icons in helping us identify different types of
files and folders.
• Show examples of common icons for image files and folders.
• Provide students with printed examples of icons or display them on the board.
• Explain the key features of each icon (e.g., a picture frame for an image file, a folder shape
for a folder).
• Allow students to draw the icons in their notebooks, encouraging them to add their own
creative touches.
• Offer colouring materials for students who wish to colour their icons.
• Have students share their drawings with the class or in small groups.
• Encourage positive feedback and suggestions for improvement.

18
Chapter 3 Organising Data

APPLICATION BASED QUESTIONS

Activity 1
Ahmed's computer has a cluttered desktop. He shares his computer with his brother. Suggest a
way to organise Ahmed's desktop.

Instructions
• how they play their favourite game.
• Begin with a discussion on the importance of keeping things organised, relating it to their
daily lives (e.g., keeping their room tidy).
• Introduce the scenario of Ahmed and his brother sharing a cluttered desktop.
• Show an example of a cluttered desktop using the projector.
• Discuss the common issues found on a cluttered desktop and why it is important to keep it
organised.
• Demonstrate the steps to organise Ahmed's desktop:
a. Create Separate Folders: Make two main folders on the desktop, one for Ahmed and
one for his brother.
b. Categorise Files: Within each main folder, create subfolders based on categories such as
'School Work,' 'Games,' 'Photos,' etc.
c. Name Folders Clearly: Use clear and descriptive names for each folder.
d. Move Files: Drag and drop files into the appropriate folders.
e. Regular Maintenance: Set a reminder to organise the desktop regularly.
• Provide handouts with these steps for reference.
• Allow students to work in pairs to organise a sample desktop, offering guidance
and support as needed.

19
Chapter 3 Organising Data

GROUP PROJECT

Activity 1
As a group, list the names of five documents, five images, and five multimedia files in the
'Documents' or the 'Downloads' folder of your computer.
Instructions
• Begin with a discussion on the different types of files we use on computers (documents,
images, multimedia).
• Show examples of each file type using the projector.
• Explain the group activity: Each group will list the names of five documents, five images,
and five multimedia files found in the 'Documents' or 'Downloads' folder on their
computer.
• Provide handouts with examples of file types and their icons for reference.
• Divide the class into small groups and assign each group a computer.
• Instruct each group to open the 'Documents' or 'Downloads' folder and start identifying
files.
• Each group will list the names of five documents, five images, and five multimedia files on
chart paper.
• Encourage students to help each other and discuss their findings within the group.

Engagement Activities

Folder Race
• Divide students into small groups. Give them a scenario where they need to create a specific
folder structure on a computer (e.g., 'Create a folder for school projects, with subfolders for each
subject'). Set a timer for 3 minutes and see which group can complete it the fastest.
File Hunt
• Create a list of specific files (e.g., 'Find a file named 'Math Homework' in your documents').
Students will have 5 minutes to locate these files on their computers. Discuss their strategies
afterward.
Rename Challenge
• Give students a list of poorly named files (e.g., 'Document1', 'New Folder'). In 4 minutes, ask them
to come up with more descriptive names and present their ideas.

20
Chapter 3 Organising Data

Folder Structure Diagram

• Provide students with a blank sheet of paper and ask them to draw a diagram representing an
organised folder structure for a fictional project (e.g., 'Personal Portfolio'). They have 5 minutes to
complete this.
Quick Navigation Quiz
• Prepare a set of quick questions about navigation (e.g., 'How do you create a new folder?'). Students
can answer as many
Would You Rather Questions
1. Would you rather have a perfectly organised digital workspace but lose your files every month or
have a messy workspace but never lose any files?
2. Would you rather spend an hour organising files and folders or spend an hour searching for a
misplaced file?
3. Would you rather have unlimited storage space on your computer but no organisation tools or
have limited storage but the best organisation tools available?
Deep Question
• How does the organisation of digital files impact your productivity and efficiency in completing
assignments?
Applied Scenario-Based Question
Imagine you are working on a group project. How would you organise the shared files among your
group members to ensure everyone can easily access the materials they need?
Riddles
1. I contain many folders but no clothes. I'm a place where your files may decompose. What am I?
Answer: A computer's file system.
2. I can hold your data, but I have no weight. You can find me in your computer, a place to create.
What am I?
Answer: A folder.
3. I am not a drawer, but I store your files. I can be renamed, and I bring you smiles. What am I?
Answer: A folder on a computer.

21
Chapter 3 Organising Data

Answer for Exercise

1. Multiple Choice Questions

a. All of them
b. My Naran expedition
c. Recycle Bin
d. address bar
2. Answer the following questions
a. Organising files and folders on a computer has many advantages. It's like keeping your toys
in a toy box – it makes it much easier to find what you need! When your files are organised,
you don't have to spend a lot of time searching for them. It also keeps your computer neat and
tidy, just like a clean room. Plus, an organised computer can run faster and smoother.
b. Some common default folders you might find on your computer include 'Documents' for
your writing and schoolwork, 'Pictures' for your photos, 'Downloads' for files you get from the
internet, 'Music' for your songs, and 'Videos' for your videos.
c. You can't have two files or folders with the exact same name. It's like having two toys with the
same name – you wouldn't know which one is which!
d. To create a new folder, you usually click on a little yellow folder icon. Then, you type a name
for your folder and press 'Enter.' To rename a folder, you right-click on it and choose 'Rename.'
Then, you type the new name and press 'Enter' again.

22
CHAPTER

4
ADVENTURES WITH PAINT AND TUX
PAINT

Can computers be used to draw?

Paint and Tux Paint are drawing

programs that let us create digital
art. They have different tools that
help us explore different styles
and techniques.

Learning Objectives
Students will be able to:
• Master digital art tools through creative exploration
• Develop visual communication skills using digital mediums
• Understand colour theory and digital design principles
• Create meaningful digital artwork using various tools

Sample Lesson Plan

Lesson Title: Drawing tools in Tux Paint
Page numbers: 37-40
Core Competencies
• Creativity & Imagination: Uses imagination to create original drawings.
• Fine Motor Skills: Develop hand-eye coordination while using the mouse and
drawing tools.
• Problem-solving: Experiments with different tools to achieve desired effects.
• Digital Literacy: Understands and uses basic drawing software features.
Keywords
Tux Paint, Drawing Tools (Brush, Pencil, Eraser, Shapes, Lines, Text), Magic Effects,
Colours, Creativity, Imagination, Digital Art

23
Chapter 4 Adventures with Paint and Tux Paint

Resources required
• Textbook
• Computers with Tux Paint installed
• Projectors or interactive whiteboards
• Whiteboard and markers
Activities
• Introduction: Briefly introduce Tux Paint as a fun and easy-to-use drawing program. Guide
students through the basic interface of Tux Paint and read the pages and labelling’s from pages 37-
40.
• Demonstration: Demonstrate each tool (Paintbrush, Lines, Shapes, Text, Eraser, Magic Effects) on
the projector and along with the text from the book.
a. Paintbrush: Show how to adjust brush size and colour.
b. Lines: Demonstrate drawing straight lines and curves.
c. Shapes: Explore different shapes (rectangles, circles, triangles, etc.).
d. Text: Introduce basic text formatting (font size, colour).
e. Eraser: Show how to erase parts of the drawing.
f. Magic Effects: Briefly demonstrate simple magic effects (e.g., sparkles, rainbows).
• Guided Practice: Provide a simple drawing prompt (e.g., 'Draw a house,' 'Draw a self-portrait').
Encourage students to use a variety of tools to complete their drawings. Circulate and provide
individual assistance as needed.
• Free Exploration: Allow students to experiment with different magic effects on their drawings.
Have students share their creations with the class. Encourage positive and constructive feedback
among students.
• Observe student participation and engagement in activities.
• Assess student ability to use basic Tux Paint tools.
• Evaluate the creativity and effort demonstrated in student artwork.
Performance Indicators
Students can:
9 Create simple drawings using various tools (brush, lines, shapes).
9 Use the filling tool to colour shapes and drawings.
9 Experiment with different colours and brush sizes.
9 Complete a simple drawing task using Tux Paint tools.
9 Show effort and persistence in completing drawing activities.
9 Participate actively in class discussions and share ideas.
9 Demonstrate an understanding of basic safety and care for the computer.

24
Chapter 4 Adventures with Paint and Tux Paint

IN THE LAB

Activity 1
It is a popular myth that there is a pot of gold at the end of the Rainbow. Create your own
rainbow with a pot of gold in Paint, using the appropriate tools. Make a list of the colors of the
rainbow, too. Leave enough room to create a little pot of gold at either end of your rainbow. Do
not forget to set your rainbow in the sky and decide where the pot of gold will be? By a house, a
tree, or a mountain?
Instructions
• Begin with a brief discussion about the myth of the pot of gold at the end of the rainbow.
• Show example images of rainbows and pots of gold to inspire students.
• Use the projector to demonstrate how to create a rainbow in Paint:
a. Select the curve tool to draw the arcs of the rainbow.
b. Choose the appropriate colours for each arc (red, orange, yellow, green, blue, indigo,
violet).
c. Draw the rainbow in the sky.
d. Create a small pot of gold at one or both ends of the rainbow.
e. Add additional elements like a house, tree, or mountain.
• Provide handouts with the list of rainbow colours for reference.
• Allow students to work on their computers to create their rainbow with a pot of
gold.
• Encourage them to be creative and decide where to place the pot of gold (e.g., by a
house, tree, or mountain).
• Walk around the classroom to offer guidance and support as needed.
Activity 2
Make a poster using Tux Paint on any one of the topics given below using the Lines, Paint, Text,
Shapes, and the Magic tools.
• Use Paper Bags
• Save Electricity
• Save Water
• Save Environment
Instructions
• Discuss the importance of the topics (Use Paper Bags, Save Electricity, Save Water, Save
Environment).

25
Chapter 4 Adventures with Paint and Tux Paint

• Use a projector to give a live demonstration of Tux Paint, making the learning process
visual and engaging.
• Demonstrate using Lines, Paint, Text, Shapes, and Magic tools.
• Create a simple poster as an example, explaining each step.
• Students can now choose one of the topics. They can use Tux Paint to create their posters,
incorporating the tools demonstrated.
• Encourage creativity and assist as needed.
• Students can present their posters to the class.
Activity 3
• Explore the different kinds of special effects in the Magic tool in Tux Paint and see what
you can use to create a drawing of your dream school. (Also make sure you show the green
fields around it!)
Instructions
• Discuss what a 'dream school' means to them and the importance of green fields.
• Ask open-ended questions about their dream school (e.g., 'What special features would
your dream school have?').
• Open Tux Paint on the projector. Demonstrate how to use the Magic tool and explore
different special effects.
• Create a simple drawing of a dream school, highlighting the green fields, and explain each
step.
• Encourage students to share ideas and help each other explore different special effects.

APPLICATION BASED QUESTIONS

Activity 1
Name the tool used to write ‘Snowman’ in the picture given below. Which tool would you use to
draw the face and body of the Snowman?
Instructions
• Looking at the image, the word 'Snowman' is written in a clear, stylised font. This indicates
that the Text Tool was used to create the text.
• The Shapes tool is the most appropriate tool for drawing the circular shape of the
snowman's body. Specifically, the Oval or Circle shape within the Shapes tool would create
the snowman's body.

26
Chapter 4 Adventures with Paint and Tux Paint

GROUP PROJECT

Activity 1
A skyline is an outline of buildings, trees, and hills, seen against the sky. Have you ever
wondered what the skyline of your nearest town or city looks like? Your task is to work out
together how you could recreate that skyline using Paint.
Instructions
• Introduce the concept of a skyline.
• Discuss what a skyline is and show examples of different skylines (buildings, trees, hills).
• Show photos or images of the local skyline.
• Discuss the key features of the skyline (e.g., tall buildings, specific landmarks, trees, hills).
• Encourage students to share what they notice about the skyline.
• Open Paint on the projector. Demonstrate how to use basic tools in Paint (e.g., Line, Shape,
Fill, Brush) to create a simple skyline.
• Create a basic outline of a skyline, explaining each step. Students can start by sketching the
outline of their local skyline.
• They can use Paint to recreate the skyline, incorporating buildings, trees, and hills.
Activity 2
Your challenge as a group is to draw the solar system using Tux Paint. No small task! It doesn’t
have to be an accurate scaled picture but should include the essentials (planets and stars).
Explore various tools to draw and paint planets and their orbits, with the Sun in the centre.
Adding a secret astronaut, that would be fun. Work together as a team, helping one another and
taking turns using the software.
Instructions
• Welcome the students and introduce the activity.
• Discuss the solar system and its components (planets, stars, Sun).
• Show images of the solar system for reference.
• Open Tux Paint on the projector. Demonstrate how to use various tools to draw and paint
planets, orbits, and stars.
• Create a simple example of the solar system, explaining each step.
• Show how to add a 'secret astronaut' for fun.
• Divide students into small groups. Each group can collaborate to draw the solar system,
with the Sun in the centre and planets in their orbits.
• Encourage students to explore different tools and take turns using the software.

27
Chapter 4 Adventures with Paint and Tux Paint

Engagement Activities

Colour Palette Challenge

• Give students a prompt (e.g., 'sunset,' 'ocean') and ask them to create a colour palette using a digital
art tool. They should select five colours that convey the theme.
Quick Sketch
• Ask students to create a 1-minute sketch using a digital drawing tool. They should apply visual
communication skills by representing an emotion (e.g., happiness, confusion) through their
drawing.
Shape Composition
• Have students use basic shapes in a digital art program to create a simple composition that
represents a concept (e.g., balance, chaos) within 5 minutes.
Typography Exploration
• Instruct students to select a word or a short phrase and design it using a digital text tool. They
should focus on color and font choice to convey the word's meaning within 5 minutes.
Digital Collage
• Provide a theme (e.g., 'nature,' 'technology') and ask students to create a quick digital collage using
images from free resources or their own digital assets within 5 minutes.
Applied Scenario-Based Question
Imagine you are tasked with designing a digital poster for an Eid Milan party at your house. What
digital tools and design principles would you use?
Riddles
1. I can change hues and shades, but I am not a chameleon. What am I?
Answer: A colour palette.
2. I can create depth and dimension, yet I am just a flat surface. What am I?
Answer: A digital canvas.
3. I can convey messages without a single word spoken, yet I am formed of shapes and colours. What
am I?
Answer: Visual art.

28
Chapter 4 Adventures with Paint and Tux Paint

Answer for Exercise

1. Fill in the blanks

a. Shapes
b. Polygon
c. Text
d. drawing
e. Undo
2. Choose the correct option
a. Magnifier tool
b. Rectangular selection
c. Shapes
d. Brush
e. Quit
3. Answer the following questions
a. A computer virus is like a tiny bug that can make your computer sick. It can make your
computer run slowly or even stop working properly.
b. Antivirus software is like a special medicine for your computer. It helps keep your computer
safe from these 'computer bugs' called viruses.
c. Some signs include the computer running very slowly, strange pop-ups appearing on the
screen, and programs not working correctly.
d. You can help by not clicking on unknown links or downloading files from unknown sources.

29
CHAPTER

5 GETTING STARTED WITH WORD

We have learnt about Notepad and WordPad.

What makes Word any different?

Word is a useful software that helps people

format and edit their text. It has many
useful features to organise documents.

Learning Objectives
Students will be able to:
• Indicate the names and functions of Word interface components.
• Understand how to create, edit, and save documents.
• Explore text formatting options and styles to use on text in documents.
• Label parts of the word window

Sample Lesson Plan

Lesson Title: Changing the Font Size and Font Colour
Page numbers: 59 and 60
Core Competencies
• Digital Literacy: Understanding basic text formatting in Word.
• Creativity: Using different font sizes and colours to make the text visually
appealing.
• Collaboration: Working together to explore and apply text customisation options.
Keywords
Font Size, Font Colour, Text Formatting, Word Processor

30
Chapter 5 Getting Started with Word

Resources required
• Textbook
• Computers with Microsoft Word installed
• Projector and screen for demonstration
• Sample text for practice
Activities
• Read pages 59 and 60. Refer to the Word interface through the projector or in the lab. You can use
the screenshots in the textbook for reference. Explain the importance of text formatting in making
documents look friendly and easy to read.
• Show examples of text with different font sizes and colours.
• Open Microsoft Word on the projector.
• Demonstrate how to change the font size:
a. Highlight the text.
b. Go to the 'Home' tab.
c. Click on the font size dropdown menu and select a different size.
• Demonstrate how to change the font colour:
a. Highlight the text.
b. Go to the 'Home' tab.
c. Click the font colour button (usually an 'A' with a colour bar underneath) and select a
different colour.
• Show how to choose custom colours using the 'More Colours' option.
• Provide students with a sample text.
• Guide them through changing the font size and colour step-by-step.
• Encourage them to experiment with different sizes and colours.
• Ask students to type a short sentence or their name.
• Have them change the font size and colour on their own.
• Encourage creativity and individual expression.
• Students can share their formatted text with the class.
• Ask students why they chose specific sizes and colours.
• Highlight the importance of readability and visual appeal.
Performance indicators
Students can:
9 change the font size of text in Word.
9 change the font colour of the text in Word.
9 demonstrate creativity in their choice of font sizes and colours.
9 explain why they chose specific sizes and colours for their text.

31
Chapter 5 Getting Started with Word

IN THE LAB
Activity 1
Write five sentences about the following in Word:
a. Your school
b. Your best friend
c. Your mother
d. Yourself
Instructions
• Discuss the importance of writing clear and complete sentences.
• Introduce the topics: their school, best friend, mother, and themselves.
• Have students brainstorm ideas for each topic.
• Encourage them to think about specific details they can include in their sentences.
• Write some example ideas on the board.
• Ask students to write five sentences about each topic on paper first.
• Provide guidance and support as needed to help them organise their thoughts.
• Have students open Microsoft Word on their computers or tablets.
• Show them how to type their sentences into the document.
• Demonstrate basic formatting tools such as changing fonts, colours, and text size.
• Allow students to experiment with these features to make their documents visually
appealing.
• Encourage students to review their sentences for any spelling or grammar mistakes.
• Show them how to use the spell check feature in Word.
• Ask students to share their documents with a partner or the class.
• Discuss the different ideas and formatting choices students made.
• Praise students for their effort and creativity.
Activity 2
You are on a campaign to keep your environment clean. Using a Word document, write down
your thoughts and then create an action plan to tackle the problem. Use different fonts, colours,
and highlights to emphasise your ideas. Why completing this document in Word could be more
effective than handwriting it?
• Show them how to type their thoughts and action plans into the document.
• Demonstrate how to use different fonts, colours, and highlights to emphasize their ideas.
• Allow students to experiment with these features to make their documents visually
appealing.

32
Chapter 5 Getting Started with Word

Instructions
• Have students brainstorm their thoughts on how to keep the environment clean.
• Encourage them to think about actions they can take at school, at home, and in the
community.
• Write down key points on the whiteboard.
• Ask students to write down their thoughts on paper first.
• Guide them to organise their ideas into a clear and coherent format.
• Have students open Microsoft Word on their computers or tablets.

GROUP PROJECT

Activity 1
Conduct a traffic survey in your class. As a group, discuss together what vehicles you saw on
your way to school today. Elect one of your members to write down all the different types of
vehicles in a Word document to display your findings. You might make a list of all the different
vehicles, or you might decide to focus on the number of wheels of each vehicle to see whether
there are more two-wheel vehicles than four-wheel vehicles on the road at that time of day.
Instructions
• Ask each group to discuss the vehicles they saw on their way to school.
• Encourage students to think about different types of vehicles (cars, buses, bicycles,
motorcycles, etc.).
• Have each group elect one member to write down the different types of vehicles discussed.
• Provide guidance on how to categorise vehicles (e.g., by type or number of wheels).
• Allow groups to use computers or tablets to enter their data into a Word document.
• Show students how to create a list or table in Word to organise their findings.
• Assist students as needed with typing and formatting.
• Have each group present their findings to the class.
• Discuss the results as a class, focusing on any patterns or interesting observations (e.g.,
more two-wheel vehicles than four-wheel vehicles).

33
Chapter 5 Getting Started with Word

Engagement Activities

Word Component Match-Up

• Provide students with cards featuring images and names of different Word interface components
(like the ribbon, toolbar, and document area).
• Have them match the images with the correct names in under 5 minutes.
Quick Formatting Challenge
• Display a sample text on the board and challenge students to format it (bold, italic, underline)
using their own devices or paper within 5 minutes.
• Ask them to share what formatting they applied.
Document Creation Race
• Ask students to create a new document and type their name in it.
• Set a timer for 5 minutes to see how many can successfully create and save their document.
Label the Word Window
• Provide students with a blank diagram of the Word window.
• Challenge them to label as many parts as they can in 5 minutes.
Style Showcase
• Give students a short paragraph and ask them to apply different text styles (like headings or lists)
in their documents within 5 minutes.
• Invite a few volunteers to share their styled text with the class.
Would You Rather Questions
1. Would you rather use bold text for your entire document or use italics for everything?
2. Would you rather save your document on the computer or on a USB drive?
3. Would you rather create a colourful title for your document or a fun border around it?
Applied Scenario-Based Question
Imagine you are writing a letter to your friend. What formatting options would you use to make your
letter look nice and why?
Riddles
1. I help you write, but I'm not a pen. I have tools to play with, again and again. What am I?
Answer: Microsoft Word.
2. I can make your letters big or small, change the color, and help you with it all. What tool am I?
Answer: Text formatting tools.

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Chapter 5 Getting Started with Word

3. I’m a place where you save your work, but I’m not a box. What am I?
Answer: A file (or document).

Answer for Exercise

1. Fill in the blanks

a. vertical
b. Quick Access
c. Title
d. Minimise
e. Document
2. True or False
a. False
b. True
c. True
d. False
e. True
3. Answer the questions
a. The Vertical ruler (goes up and down) and the Horizontal ruler (goes left and right).
b. Top to bottom in the Word window:
i. Title bar (shows the name of your work)
ii. Ribbon (has all the tools like drawing, writing, etc.)
iii. Document window (where you type)
iv. Status bar (shows how many pages you have)
c. Click the X button in the top right corner.
d. Minimize (makes it small), Maximize (makes it big), and Close (closes the work).
e. Yes! Both are programs on your computer. Both have a Title bar and a Document window,
and you can Save your work in both.
f. Order for creating a new word document.
i. Open Word. ii. Click File. iii. Click New.
g. Word shows you how many words you have written! So, Maham can stop typing when she
reaches 200 words.

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CHAPTER

6 PATTERNS AND PROBLEM-SOLVING

What happens when computers are able to

recognise patterns?

When computers recognise

everyday patterns they can
predict and detect activities, and
improve user experiences in digital
platforms. This makes technology
more intuitive and efficient.

Learning Objectives
Students will be able to:
• Identify and describe different types of patterns (repeating, growing, shrinking).
• Analyse simple patterns in nature and everyday life.
• Understand how patterns are used in computer systems (e.g., image recognition, music).
• Explain the importance of order in a sequence.
• Recognise that computers can quickly identify and process patterns.

Sample Lesson Plan

Lesson Title: Choosing the Correct Sequence
Page numbers: 68
Core Competencies
• Critical Thinking & Problem-Solving: Analyse patterns, identify relationships, and
apply knowledge to new situations.
• Communication & Collaboration: Discuss ideas with peers, explain reasoning,
and work together to solve problems.
• Information Literacy: Gather and organise information from various sources
(pictures, videos, real-world examples).
• Creativity & Innovation: Design and create patterns and explore different solutions
to pattern-related problems.
• Digital Literacy: Understand basic concepts of how computers process information
and recognise patterns.

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Chapter 6 Patterns and Problem Solving

Keywords
Patterns, Sequences, Algorithms, Coding, Programming, Image Recognition, Artificial Intelligence,
Geometry
Resources required
• Textbook
• Pattern blocks, beads, counters, building blocks
• Computers with Internet access, interactive whiteboard, projector
• Pictures and videos of patterns in nature, art, and technology
• Digital Worksheets, activity sheets, examples of algorithms (simple instructions)
Activities
• Introduction: Begin with a captivating video or image showcasing natural patterns (e.g., animal
stripes, flower petals, seashells). Ask:
a. What do you notice about these images?
b. Can you find any patterns?
c. Where else do you see patterns in your life? (e.g., music, clothing, buildings)
• Exploring Patterns: Read pages 67 and 68. Provide students with pattern blocks, beads, or other
manipulatives. Have them create their patterns. Encourage them to share their creations and
explain the rules of their patterns. Discuss patterns in music (rhythms, melodies) using simple
songs or instruments. Show examples of how patterns are used in art (e.g., mosaics, tessellations).
• Patterns and Computers: Explain that computers are very good at recognising patterns.
• Image Recognition: Show how computers can identify faces in photos or recognise objects in
images.
• Music Recognition: Discuss how music players can identify songs based on patterns in the sound.
• Weather Forecasting: Explain how computers use patterns in weather data to predict future
conditions.
• Sequences as Algorithms: Explain that a sequence is a set of instructions in a specific order.
Provide students with simple instructions for a task (e.g., making a sandwich or brushing their
teeth). Discuss the importance of following the steps in the correct order. Explain that computer
programs also use sequences of instructions (algorithms) to perform tasks.
Performance indicators
Students can:
9 identify and describe different types of patterns (repeating, growing, shrinking).
9 create their patterns using manipulatives.
9 explain how patterns are used in everyday life (music, art, nature).
9 describe how computers use patterns (image recognition, music recognition).
9 explain the importance of order in a sequence.
9 demonstrate an understanding of how computers can quickly identify and process patterns.

37
Chapter 6 Patterns and Problem Solving

IN THE LAB

Activity
Look at the keyboard below.
Instructions
• Begin by explaining the activity to the students. Discuss the difference between vowels and
consonants and briefly review the numbers on the keyboard.
• Ask the students to colour the vowels red, consonants yellow, and number keys blue on the
keyboard given on page 72. Ask students to identify vowels and consonants aloud as a class.
• Allow students to work independently.
• Walk around the classroom to assist and ensure students follow instructions correctly.

GROUP PROJECT

Activity
Find and list the differences in the illustrations given below.
Instructions
• Ask students to examine the images on page 73 and discuss their observations about them.
• Model how to compare the images by pointing out one difference and describing it using
comparative language (e.g., 'In the first image, the rug is green in colour and in the next one
it is orange').
• Work through the worksheet together as a class.
• Have students point out differences and describe them using comparative language.
• Have students work independently to find and write down as many differences as they can
in the space given on page 73.
• Encourage them to use comparative language in their descriptions.

38
Chapter 6 Patterns and Problem Solving

Engagement Activities

Pattern Recognition Puzzle

• Provide students with a series of number sequences and ask them to identify the pattern and
predict the next number. For example: 2, 4, 8, 16, __?
Real-Life Pattern Hunt
• Ask students to find and share real-life examples of patterns in nature, architecture, or art in under
five minutes. For instance, the Fibonacci sequence in flowers or symmetry in buildings.
Algorithm Sequencing Challenge
• Present a simple algorithm in mixed-up steps and have students race to arrange them in the
correct order. For example, steps to bake a cake or to solve a math problem.
Quick Fire Examples
• Have students quickly brainstorm in pairs and list as many applications of pattern recognition in
technology (like facial recognition and voice assistants) as they can in three minutes.
Guess the Sequence
• Show students a series of images that follow a specific pattern (e.g., geometric shapes increasing in
size) and have them guess the next image in the sequence.
Would You Rather Questions
• Would you rather explore pattern recognition in art or nature?
• Would you rather work on a project using pattern recognition in music or computer
programming?
• Would you rather analyse patterns in human behaviour or computer algorithms?
Deep Question
• How do you think understanding complex patterns can influence our decision-making processes?
Applied Scenario-Based Question
• Imagine you are developing a facial recognition system. What patterns would you focus on to
ensure the system is accurate, and how would you select the correct algorithm for this task?
Thought Experiment
• If computers can recognise patterns more quickly and accurately than humans, what implications
does this have for jobs that rely on pattern recognition, such as data analysis or art curation?

39
Chapter 6 Patterns and Problem Solving

Riddles
1 . I can be a sequence of numbers or the rhythm in a song. I guide computers and humans, but I'm
not alive. What am I?
Answer: A pattern.
2. I hide in nature and art, in music and code. I help you find the next step, but I’m not always shown.
What am I?
Answer: A pattern.
3. I can be found in a series or a string of words, I help computers see things, even in flocks of birds.
What am I?
Answer: A pattern.

Answer for Exercise

1. Daily patterns
stripes on animals, tiles on the floor, buttons on your shirt, stairs in your school, etc.
2. Missing patterns
Sun, rainy cloud, sun, rainy cloud, sun, rainy cloud Right Arrow, Up Arrow, Down Arrow, Left
Arrow, Right Arrow, Up Arrow.
3. Numbers and colours for pattern

1 2 3 4 5

2 3 4 5 1

3 4 5 1 2

4 5 1 2 3

5 1 2 3 4

4. Patterns in boxes
a. option 2
b. option 3
c. option 1
d. option 1

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