Teacher’s Resource Book With Answers - pmponline.co.in

Teacher’s Resource Book With Answers

REINVENTING...

Windows 7 with Office 2010

Computer

Series

1

®

CONTENTS

2

1. COMPUTER: A MAGIC MACHINE 9

2. PARTS OF A COMPUTER 12

3. USES OF A COMPUTER 14

4. PLACES WHERE COMPUTERS ARE USED 16

5. TURNING ON/OFF A COMPUTER 18

6. THE KEYBOARD 20

7. THE MOUSE 22

8. STARTING WITH PAINT 24

9. STARTING WITH TUX PAINT 26

PERIODIC TEST 28

TERM TEST 30

3

TEACHER’S MANUALTEACHER’S MANUAL

Computers are used everywhere, i.e., at homes, libraries, schools, offices, etc. They touch every aspect of our life making it easier and comfortable. We rely on computers for most of our daily work. In today’s world, not knowing about the computer is nothing less than illiteracy. Knowing about computer and its uses are no more a luxury, but a necessity.

Keeping in mind the increasing need of computer, IT Planet, a series of 8 books from class 1 to 8 has been written with a focus to impart knowledge about computers to young minds. This series will help the teachers to make the children computer-friendly according to the level of their knowledge and help them acquire computer technology skills as required by the curriculum of various boards. These books are based on new N.C.E.R.T. guidelines.

INTRODUCTION

You are a computer teacher. The subject you are teaching and the knowledge you are giving will help the students throughout their lifetime. You are creating a tech-savvy generation.

We should strike a balance between theory and applications, and we should include appropriate elements of recent research in our curriculum. We expect our students to play leading roles in industry, profession and government. Rather than just coping with the future, we expect our students to create the future.

Co-existence Is The Key: Learning is a collective effort and not an individual effort. Group learning enhances better understanding and decreases dissonance among students.

Integration On Life Skills Into Teaching Methodologies: Learning takes place in every walk of life – from taking our first baby steps to landing a person on the surface of the Moon. Learning from life skills is, perhaps, the most essential part of overall student development.

Bridging The Gap: Students in a classroom learn at different levels, thus, the need for the teacher to adopt various innovative methods to bridge gaps between the understanding levels of the first child and the last child.

GUIDED DISCOVERY-BASED LEARNING

The teachers should give their students a discovery-based learning. Compared with many other subjects, Computer Science is not straight-forward to teach. One reason for this is the general nature of the computer field. The computer field is changing very rapidly. The computers available to your students in the school and homes 20 years from now will be a hundred or a thousand times as powerful as the computers they have now in school. A guided discovery-based learning environment contributes greatly to learning, and it facilitates

OBJECTIVES

1. "I am better at solving some types of problems than others. I am smart enough to get better at solving any problem that I care to spend time on."

2. "I regularly encounter and solve problems at home, at work, at play, and at school. Problems are everywhere. What I learn at school can help me solve some of these problems. What I learn outside of school can help me solve some of these problems. Both types of learning are very important to me."

By the time students get to the classes you teach, they will have repeatedly demonstrated that they are quite smart and that they are good problem solvers. One of the things that we know about problem-solving is that success breeds success. Our school system and our society tend to reward people who are good at solving school and non-school problems. This positive feedback promotes putting in the time, energy, and thought needed to become still better at problem-solving.

YOU ARE A SMART PERSON

One of the major goals of a teacher is to help students acquire a more realistic understanding of the course contents. The teacher should make the students say and believe:

TEACHING PROCEDURES

The best teaching style ratio is 90:10.

90% serious teaching style and 10% fun based teaching style.

1. Begin by making sure all students have their books. Ask students to recall what they learnt from the previous lesson. Then observe several students' responses.

2. Read the chapter to the students. Explain it to them in a very easy to understand way. Help students get well-versed with every chapter. Have them write down some important points that they remember from the chapter.

3. Assign the activity at the end of the chapter.

4. Closure. Near the end of the period, let students think about some of the important ideas that have been covered in today's discussions and readings. Each student has to decide on one idea that he/she felt was particularly important. As time permits, these ideas can be shared by the whole class in small groups, written down, or merely thought about at a personal level.

transfer of learning. In addition, you may want to assign a number of activities at the end of the chapters as homework and make use of this in assessment.

4

5

Recall/regurgitate facts without understanding. Exhibits previously learned material by recalling facts, terms, basic concepts and answers.

1. KNOWLEDGE (Remembering)

Bloom's Taxonomy was created under the leadership of educational psychologist, Dr Benjamin Bloom, in order to promote higher forms of thinking in education, such as analyzing and evaluating concepts, processes, procedures and principles, rather than just remembering facts (rote learning). It is most often used while designing educational, training, and learning processes.

It provides an important framework for teachers to use to focus on higher order thinking (HOT). By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, crafting questions for conferring with students, and providing feedback on student work.

This resource is divided into different levels each with Keywords that exemplify the level and questions that focus on that same critical thinking level. Questions for Critical Thinking can be used in the classroom to develop all levels of thinking within the cognitive domain (development of our mental skills and the acquisition of knowledge). The results will be improved attention to detail, increased comprehension and expanded problem-solving skills. Use the keywords as guidelines to structuring questions and tasks. Finish the Questions with content appropriate to the learner.

Bloom’s taxonomy : teacher planning kitBloom’s taxonomy : teacher planning kit

Ÿ Can you list three ....?Ÿ Can you recall ...?Ÿ Can you select ...?Ÿ How did .......... happen?Ÿ How is ....?Ÿ How would you describe ...?Ÿ How would you explain ...?Ÿ How would you show ...?

Ÿ What is ...? Ÿ When did ...?Ÿ When did ........ happen?Ÿ Where is ... ?Ÿ Which one ....?Ÿ Who was ... ?Ÿ Who were the main ...?

Questions:

Key Words:ChooseCopyDefineDuplicateFind How IdentifyLabel

ListListenLocateMatchMemoriseNameObserveOmit

QuoteReadRecallReciteRecogniseRecordRelateRemember

RepeatReproduceRetellSelectShowSpellStateTell

TraceWhatWhenWhereWhichWhoWhyWrite

6

To show understanding finding information from the text. Demonstrating basic understanding of facts and ideas.

2. COMPREHENSION (Understanding)

AskCiteClassifyCompareContrastDemonstrateDiscuss

EstimateExplainExpressExtendGeneraliseGive examplesIllustrate

IndicateInferInterpretMatchObserveOutlinePredict

PurposeRelateRephraseReportRestateReviewShow

SummariseTranslate

Key Words:

3. APPLICATION (Applying)

To use in a new situation. Solving problems by applying acquired knowledge, facts, techniques and rules in a different way.

Key Words:ActAdministerApply AssociateBuildCalculateCategoriseChoose

ClassifyConnectConstructCorrelationDemonstrateDevelopDramatiseEmploy

Experiment withGroupIdentifyIllustrateInterpretInterviewLinkMake use of

ManipulateModelOrganisePerformPlanPracticeRelateRepresent

SelectShowSimulateSolveSummariseTeachTransferTranslate

Ÿ Can you explain what is happening ... what is meant ...?

Ÿ How would you classify the type of ...?

Ÿ How would you compare ...? contrast ...?

Ÿ How would you rephrase the meaning ...?

Ÿ How would you summarise ...?Ÿ What can you say about ...?Ÿ What facts or ideas show ...?Ÿ What is the main idea of ...?Ÿ Which is the best answer ...?Ÿ Which statements support ...?Ÿ Will you state or interpret in your

own words ...?

Questions:

Questions:Ÿ How would you use ...?Ÿ What examples can you find to ...?Ÿ How would you solve ........... using

what you have learned....?Ÿ How would you organise ........... to

show .....?Ÿ How would you show your

understanding of ...?Ÿ What approach would you use to

...?Ÿ How would you apply what you

learned to develop ...?Ÿ What other way would you plan to

...?

7

4. ANALYSIS (Analysing)To examine in detail. Examining and breaking information into parts by identifying motives or causes; making inferences and finding evidence to support generalisations.

Key Words:AnalyseAppraiseArrangeAssumptionBreakdownCategoriseCause and effectChooseClassifyDifferences

DiscoverDiscriminateDissectDistinctionDistinguishDivideEstablishExamineFindFocus

FunctionGroupHighlightIn-depth discussion InferenceInspectInvestigateIsolateListMotive

OmitOrderOrganisePoint outPrioritizeQuestionRankReasonRelationshipsReorganise

ResearchSeeSelectSeparateSimilar toSimplifySurveyTake part inTest forTheme

Ÿ What would result if ...?Ÿ Can you make use of facts to ...?Ÿ What elements would you choose

to change ...?

Ÿ What facts would you select to show ....?

Ÿ What questions would you ask in an interview with ...?

Ÿ What are the parts or features of ...? How is .......... related to ....?Ÿ Why do you think ...? What is the theme ...?Ÿ What motive is there...? Can you list the parts ...?Ÿ What inference can you make ...? How would you classify...?Ÿ What conclusions can you draw...? How would you categorise...?Ÿ Can you identify the different parts ...? What evidence can you find ...?Ÿ What is the relationship between ...? What is the function of ...?Ÿ Can you make a distinction between ...? What ideas justify ...?

Questions:

5. SYNTHESIS (Creating)To change or create into something new. Compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.

Key Words:AdaptAdd toBuildChangeChooseCombineCompileComposeConstructConvertCreate

DeleteDesignDevelopDeviseDiscoverDiscussElaborateEstimateExperimentExtendFormulate

HappenHypothesiseImagineImproveInnovateIntegrateInventMake UpMaximiseMinimiseModel

ModifyOriginalOriginatePlanPredictProduceProposeReframeReviseRewriteSimplify

SolveSpeculateSubstituteSupposeTabulateTestTheoriseThinkTransformVisualise

8

Questions:Ÿ What changes would you make to

solve ...?Ÿ How would you improve ...?Ÿ What would happen if ...?Ÿ Can you elaborate on the reason

...?Ÿ Can you propose an alternative...?Ÿ Can you invent ...?Ÿ How would you adapt ........ to

create a different.....?Ÿ How could you change (modify)

the plot (plan)....?Ÿ What could be done to minimise

(maximise)...?

Ÿ What way would you design ...?Ÿ Suppose you could ........ what

would you do ....?Ÿ How would you test ....?Ÿ Can you formulate a theory for ...?Ÿ Can you predict the outcome if ...?Ÿ How would you estimate the

results for ...?Ÿ What facts can you compile...?Ÿ Can you construct a model that

would change....?Ÿ Can you think of an original way

for the ...?

6. EVALUATION (Evaluating)To justify. Presenting and defending opinions by making judgements about information, validity of ideas or quality of work based on a set of criteria.

Key Words:AgreeAppraiseArgueAssessAwardBad ChooseCompareConcludeConsiderConvince

CriteriaCriticiseDebateDecide DeductDefendDetermineDisproveDisputeEffectiveEstimate

EvaluateExplainGive reasonsGoodGradeHow do we know?Importance InferInfluenceInterpret Judge

JustifyMarkMeasureOpinionPerceivePersuadePrioritiseProveRateRecommendRule on

SelectSupportTestUsefulValidateValue Why

Ÿ Do you agree with the actions/outcomes ...?

Ÿ What is your opinion of ...?Ÿ How would you prove/disprove ...?Ÿ Can you assess the value/importance

of ...?Ÿ Would it be better if ....?Ÿ Why did they (the character) choose

...?Ÿ what would you recommend....?Ÿ How would you cite to defend the

actions ...?Ÿ How would you evaluate...?

Ÿ How could you determine... ?Ÿ What choice would you have made...?Ÿ What would you select...?Ÿ How would you prioritise...?Ÿ What judgement would you make

about ...?Ÿ Based on what you know, how would

you explain...?Ÿ What information would you use to

support the view...?Ÿ How would you justify...?Ÿ What data was used to make the

conclusion...?

Questions:

Computer : A Magic machine1

Objectives

After completing this chapter, learners will be able to:

Ÿ Understand the concept of machine in everyday life.

Ÿ Differentiate between Manual and Electronic machines.

Ÿ Comprehend the functions and features of computer.

Resources

Ÿ Learners can use different models (toys) of machines like bicycle, remote car, etc.

Ÿ They can use computer lab to see the computer—a machine.

VocabularyMachines, Manual machine, Electronic machine, Computer

Planning

Ÿ Teacher can clear the concept of machines by differentiating them from natural things.

Ÿ Ask the learners to give a few examples of natural and man-made things.

Ÿ Explain the learners that a computer is also a machine but is different in many aspects.

Ÿ Tell them various features and functions of computer.

Teaching Sequence

Ÿ Take the learners to the computer lab and show them the models (toys) of different machines and explain the concept of machine.

Ÿ Explain them that they are made by human beings so they are called man-made things.

Ÿ Show them a computer and discuss with them that:

This is a computer. It is a man-made thing.

It is a machine. It can do many things very quickly.

Activity

Show the learners the different models of man-made things and natural things and let them categorise each as a machine or a natural thing.

Conclusion

This chapter introduced various types of machines in correlation with the computer.

9

M N M N

1. b. 2. c. 3. a.

A. Tick [ü] the correct answer.

B. Write ‘T’ for True and ‘F’ for False statements.

1. T 2. T 3. F

4. T 5. F

C. Fill in the blanks in the following.

1. MACHINE 2. NATURAL 3. STORY

4. MISTAKES 5. MOVIE

E. Write ‘M’ against the man-made things and ‘N’ against the natural things in the boxes given below.

ü ü

C Write the word you have written above twice, in the space given below.

O M P U T E R

COMPUTER COMPUTER

D. Tick [ü] the machines used in our home.

F. Write the following numbered letters of the English alphabet. One has been done for you.

3rd 15th 13th 16th 21st 20th 5th 18th

G. Application Based Question.

Computer can work very fast and save time. It can play games with us.

EXERCISES

10

Tick [ü] the correct pictures shown below.

a. Your father wants to reach office quickly. He should go by:

WalkingCar

ü

b. Your mother wants to clean the home without getting tired. She should use:

Broom Vacuum Cleaner

ü

c. Your brother wants to go to the sixth floor of the mall quickly. He should use:

Stairs Escalator

ü

Join the dots, take out your crayons and colour the picture.

11

1

2

3

4

5 67 12

13 14

8

9 10

11

1516

17

18

PM

LIFE SKILL ACTIVITY

FUN ACTIVITY

PARTS of a computer2

Objectives


Ÿ Understand the four main parts of computer.

Ÿ Identify that Monitor looks like a TV screen.

Ÿ Comprehend that Keyboard has buttons called keys.

Ÿ Explain the working of CPU as the brain of a computer.

Ÿ Describe the usage of Mouse.

Resources

Learners will use the computer lab to see each part of the computer and a textbook to familiarise with the use of each part.

Planning

Ÿ Teacher will plan to explain the use of each part of computer.

Ÿ Put up a chart of the parts of computer with their pictures.

Vocabulary

Monitor, Keyboard, Central Processing Unit, Electricity, Keys, Mouse

Teaching Sequence

Ÿ Tell the learners about the parts of computer and how these parts work together.

Ÿ Introduce the learners to the four main parts of the computer i.e. monitor, system unit, mouse and keyboard.

Ÿ Take the learners to the computer lab and show each part of the computer along with its working individually.

Activity

Provide learners with a worksheet, with parts of computer drawn on it. Let the learner color each part in different color like Monitor – blue, Mouse – red, CPU – green, and Keyboard – yellow.

Conclusion

This chapter illustrated various parts of computer and their usage.

12

F. Application Based Question.

TELEVISION

1. c. 2. a. 3. b.



1. F 2. T 3. T

4. F 5. T

C. Who am I?

1. KEYBOARD 2. MOUSE 3. MONITOR 4. CPU

O M I EN R TA U S BC D KP Y

D. Match the symbols to find the parts of computer.

USB

M O U S E K E Y B O A R D

M O N I T O R

C P U

E. Find the missing part of each of the following computers and write its name in the space given below them.

Keyboard CPU Mouse

The keyboard wants to meet the other parts of this computer. Help the keyboard to make a complete computer system.

EXERCISES

13

FUN ACTIVITY

uSES OF a COMPUTER3

Objectives


Ÿ Recognise that computer can do many things for us.

Ÿ Exemplify that computer can draw, paint and do sums.

Ÿ Demonstrate the playing of movies, cartoons, etc.

Resources

Ÿ Learners will use the computer lab to see that how computer works accurately and quickly.

Planning

Ÿ Tell the learners that how computer has been used in all the areas of our life.

Ÿ Also tell them that how they can perform different tasks on computer quickly without making any mistakes.

Vocabulary

Functions, Sum, Typing, Drawing, Message, Cartoon, Movies, Music

Teaching Sequence

Ÿ Teacher can discuss and explain the role of computer and its characteristics with appropriate example.

Ÿ Tell the learners that how a computer has made our life easier and faster.

Ÿ Show them that how computer can perform the different tasks by demonstrating them on the computer.

Activity

Play Rhymes, Cartoon movies and Educational CDs for learners so that they know how computer does different tasks for them.

Conclusion

This chapter summarised that computer is the need of the hour and it is being used to do all kinds of work of daily routine.

14

1. a. 2. b.

3. b. 4. c.

C. Write ‘T’ for True and ‘F’ for False statements.

B. Fill in the blanks.

1. GAMES 2. KEYBOARD 3. DRAW

4. MUSIC 5. WATCH


E. Computer is a single machine but can do many tasks for you. Tick [ü] the pictures of machines whose work can also be done on a computer.

ü ü

ü

ü

1. F 2. F 3. T

4. T 5. F

D. Application Based Question.

1. You can play a game.

2. You can watch cartoons.

EXERCISES

15

places where computers are used4

Objectives


Ÿ Discuss the use of computer in schools.

Ÿ Describe the role of computer at airports and railway stations.

Ÿ Elaborate the uses of computer in various areas, such as hospitals, banks

and offices.

Resources

Ÿ Learners can go to the nearby places, such as banks, malls, and railway

station, to see the working of computer over there.

Ÿ Learners can also go to different areas of school building where

computers are being used, like computer lab, library, school office, etc.

Planning

Ÿ Discuss with the learners the importance of computer in our daily life.

Ÿ Explain the working of computer in different areas.

Vocabulary

Internet, Account, Withdraw, Records, Calculation, Stock, Patient, Diagnose,

Ticket Reservation

Teaching Sequence

Ÿ Explain the learners the use of computer in different areas.

Ÿ Let the learners share their experiences in pairs that where they have

seen the computers.

Ÿ An interesting expedition would be showing the learners the uses of

computers in different departments of school.

Ÿ Take them on a tour of account department, school l ibrary,

administration department, etc.

Activity

Ask the learners to create a wall chart on the uses of computer in different

fields. Collect the pictures from newspaper, magazines, etc. and paste them

on it.

Conclusion

This chapter outlines the various uses of computer at different places and

how it has made our life so easy by doing all kinds of work.

16

1. a. 2. c. 3. b.


C. Write ‘T’ for True and ‘F’ for False statements.

1. T 2. T 3. F

4. T

B. Guess the place where the computers are used, in these statements.

1. SCHOOL 2. OFFICE 3. SHOP

4. HOSPITAL 5. AIRPORT

D. Solve the crossword puzzle.

1. Diagnosing the diseases.

2. Surfing the Internet.

3. Reserving tickets.

4. Depositing and withdrawing money.

2.

3.

4.

H M

PA

A K

1.

O E

O

S

I

T

L

I R O R T

B N

Making Bills

Withdrawing Money

Booking tickets

Teaching and Learning

EXERCISES

17

F. Application Based Question.

Typing and Printing documents.

E. Match the uses of computers with correct pictures.

TURNING ON/OFF A COMPUTER5

Objectives


Ÿ Recall the step-by-step procedure to turn on a computer.

Ÿ Demonstrate the proper procedure to turn off a computer.

Resources

Learners will use the school computer lab and the textbook to know about

the Turning On/Off sequence.

Planning

Tell the benefit of Turning On/Off computer in proper sequence.

Vocabulary

Electricity, Power Switch, UPS, Password, Desktop

Teaching Sequence

Ÿ First of all, explain the learners that why we need to Turn On/Off the

computer in step-by-step manner.

Ÿ Explain them that what could happen if we didn't follow the steps.

Ÿ Give the example of Turning On/Off some other electronic device.

Ÿ Demonstrate them the step-by-step procedure of Turning On the

computer.

Ÿ Show them the desktop and open some program windows on it.

Ÿ Demonstrate that after finishing the work, before turning Off the

computer, they should close the opened windows.

Ÿ Demonstrate the procedure to Turn Off the computer.

Activity

Let the learners Turn On/Off the computer on their own.

Conclusion

This chapter illustrates that computer is a delicate machine, and one should

follow the proper steps for turning it on and off.

18

1. a. 2. c. 3. b.


B. Match the pictures of Column A with the steps for turning ON the computer in Column B. One has been done for you.

C. Complete the steps to turn off the computer.

1. START 2. SHUT DOWN 3. MONITOR

4. UPS 5. MAIN POWER

D. Write ‘T’ for True and ‘F’ for False statements.

1. T 2. F 3. F

4. T

E. Application Based Question.

She should type the password.

EXERCISES

19

Column A Column B

Step 1 a. Switch on CPU

Step 2 b. Welcome screen

Step 3 c. Switch on monitor

Step 4 d. Turn on UPS

Step 5 e. Desktop screen

Step 6 f. Turn on the power

switch from the board®Windows 7 Ultimate

My Computer

Recycle bin

The keyboard6

Objectives


Ÿ Comprehend the purpose of keyboard.

Ÿ Identify different keys.

Resources

A keyboard attached to the computer in a computer lab and a textbook to study the use of keys present on keyboard.

Planning

Ÿ Explain the learners the need to interact and how things interact.

Ÿ Discuss with the learners how they interact with the computer.

Ÿ Explain them that how they can make the computer do something.

Ÿ Discuss the importance of keyboard.

Vocabulary

Keyboard, Typing, Keys, Spacebar, Cursor, Function

Teaching Sequence

Ÿ Begin the explanation by discussing how things interact. Teacher can give some examples.

Ÿ Focus the learners with prompts to find out the importance of a keyboard.

Ÿ Show the keyboard in the computer lab and explain the need of keyboard for a computer.

Ÿ Demonstrate the placement of various groups of keys. Also demonstrate how to press a key on a keyboard.

Ÿ Explain the function of each type of key by giving example of each key.

Activity

Ÿ Open any text editor like Notepad or WordPad for learners and give them typing practice.

Ÿ Call out the letters and numbers randomly and the learners will find out that key by typing from the keyboard.

Conclusion

This chapter summarises that Keyboard is an important part of computer which is mainly used to type on computer.

20


Spacebar

C. Color the keys according to the following color codes:

Enter Keys — Spacebar — Red Green

Backspace — Delete — Blue Orange

Function Keys — Number keys — Pink Yellow

In the computer lab, find and write the number of keys present on the keyboard in the given box.

1. Enter keys

2. Alphabet keys

3. Function keys

4. Number keys

2

26

12

10

Esc

! # $ % ^ & * ( ) _ + |\

@

1 3 4 5 6 7 8 9 0 - =2~`

F1

Q

A

Z X C V B N M < > ?, . /

S D F G H J K L: “

‘;

W E R T Y U I O 7

1

0 .

4 65

8

2

9

3

/ -*

P Enter

Enter

+Home

End

Ins Del

Pg Up

Pg Dn

NumLock

Insert

Delete

Home

End

Pageup

Pagedown

Scroll Lock

Pause

Break

PrintScreen

Sys Rq

Ctrl CtrlAlt Alt

Shift Shift

Caps Lock

Tab{ }[ ]

F2 F3 F4 F5 F6 F7 F8 F9 F12F10 F11NumLock

CapsLock

ScrollLock

1. c. 2. a. 3. b.


B. Guess which key am I?

1. ALPHABET 2. CAPS LOCK 3. SPACEBAR

4. ENTER 5. BACKSPACE

EXERCISES

21

LAB ACTIVITY

The mouse7

Objectives


Ÿ Understand the purpose of mouse.

Ÿ Identify all the parts of mouse.

Ÿ Describe the working of mouse.

Resources

A mouse attached to computer in computer lab and textbook to study about how to use the mouse.

Planning

Ÿ Explain the need of mouse in comparison to keyboard as both are needed for interaction.

Ÿ Explain and show them the mouse pointer moving on the screen.

Ÿ Demonstrate the different mouse actions on a screen. Show the difference between each action.

Vocabulary

Pointing, Scroll, Index finger, Middle finger, Thumb, Clicking, Dragging

Teaching Sequence

Ÿ Explain the learners that sometimes the mouse should be used in order to interact with computer.

Ÿ Show the mouse to the learners and explain them the different usage of a mouse.

Ÿ Explain and show them the mouse pointer moving on the screen.

Ÿ Explain them about the left and right mouse button.

Ÿ Demonstrate the different mouse actions on a screen. Show the difference between each action.

Ÿ Demonstrate the correct method of holding a mouse and using it for different mouse actions.

Activity

Let the learners perform different mouse actions on a computer and ask them about the experience they got with each action.

Conclusion

The chapter outlines that mouse is one of the important parts of computer which is used to draw, paint and select object.

22

Click

Click

Click

Clic

k

1.

2.

3.

4.

a. Right-Click

b. Single-Click

c. Double-Click

d. Mouse Pointer

Column A Column B

C. Match Column A with Column B correctly.

D. Unscramble the following words, taking the help of the below-mentioned clues.

1. POINTING DEVICE 2. MIDDLE FINGER

3. MOUSE POINTER 4. DRAGGING

E. Application Based Question.

Keep your middle finger on the right button and your index finger on the left button.

1. b. 2. a. 3. c.



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

EXERCISES

23

STARTING WITH PAINT8

Objectives


Ÿ Make colorful drawing using MS-Paint on a computer.

Ÿ Understand the uses of toolbox, color box and tools available in

MS-Paint.

Resources

A computer lab with a computer having Paint program installed in it.

Planning

Ÿ Teachers can plan in advance to explain the use of Paint program.

Ÿ Tell about the Paint program.

Ÿ Also explain the use of Toolbox and Colorbox.

Vocabulary

MS-Paint, Program, Accessories, Toolbox, Colorbox

Teaching Sequence

Ÿ Explain the use of Paint program in computer.

Ÿ Demonstrate the steps to open Paint program window.

Ÿ Show them the different components of Paint program window.

Ÿ Compare the window components with the objects needed to draw on

paper, such as drawing area with drawing book, toolbox with pencil box,

etc.

Ÿ Demonstrate the use of the tools explained in text book.

Ÿ Give the procedure of using each tool to make a drawing in the drawing

area.

Activity

Let the learners open the Paint window and draw free hand drawing in it by

using different tools.

Conclusion

This chapter introduced MS-Paint; it is like a drawing book, where you can

draw and make colorful pictures.

24

C. Fill in the blanks.

1. TOOL BOX 2. LINE TOOL

3. PENCIL TOOL 4. OVAL TOOL


ERASER TOOL

1. a. 2. a. 3. c.


B. Match the following.

used to draw straight or wavy lines.

used to erase the drawing.

used to fill color in the objects.

Column A Column B

1.

2.

3.

a.

b.

c.

EXERCISES

25

STARTING WITH TUX PAINT9

Objectives


Ÿ Understand Tux Paint as a fun program that is used to make colorful

drawings on computer.

Ÿ Explain different parts of Tux Paint.

Ÿ Identify the purpose of different tools used to draw in Tux Paint.

Resources

A computer lab with a computer having Tux Paint program installed in it.

Planning

Ÿ Teachers can plan in advance to explain the use of Tux Paint program.

Ÿ Tell about the Tux Paint program and toolbar.

Ÿ Also explain the use of different tools.

Vocabulary

Tux Paint, Program, Toolbar, Drawing Canvas, Color Palette, Selector

Teaching Sequence

Ÿ Explain the use of Tux Paint program in computer.

Ÿ Demonstrate the steps to open Tux Paint program.

Ÿ Show them the different components of Tux Paint program.

Ÿ Tell the procedure to Open, Quit and Save the drawing.

Ÿ Demonstrate the use of the tools explained in text book.

Activity

Let the learners open the Tux Paint window and draw different shapes in it

by using various shapes tools and color it by using paint tool.

Conclusion

The chapter familiarizes about Tux Paint. Tux Paint is today’s way of making

drawing on computer; it is a fun-based learning system.

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1. b. 2. c. 3. c. 4. a. 5. b.

1. TOOL 2. DRAWING CANVAS 3. SHAPES

4. SELECTOR 5. COLOR PALETTE



B. Match the tools’ names with the tools.

Tools’ Names Tools

1. New tool

2. Paint tool

3. Save tool

4. Shapes tool

5. Open tool


Rakhi should first save her work and then open it using Open tool.

E. Label the following window.

Toolbar

Selector

Drawing Canvas

Color Palette

EXERCISES

27

PERIODIC TEST - 1Chapters 1 - 2

1. b. 2. a.

1. F 2. F 3. T

1. T 2. F 3. T

1. a. 2. a. 3. a.

1. HOSPITAL 2. OFFICE

1. ATTACHED 2. SECONDS





1. SONG 2. CALCULATIONS

D. Match the following.

1. Keyboard

2. Monitor

3. Mouse



C. Guess the areas where computers are used.

D Fill in the blanks..

28


1. a. 2. b. 3. c.


B. Which key am I?

1. NUMBER KEYS 2. CAPS LOCK

D. Fill in the blanks.

1. 10 2. 12

C. Match the following.

1. Spacebar key

2. Enter key

3. Backspace key

Enter


1. c. 2. c. 3. b.


C. Unscramble the following words using the clues.

1. MOUSE POINTER 2. DRAGGING

D. Match the following.

1. Double-click

2. Used to draw line

3. Used to delete a part of the object

B. Fill in the blanks.

1. TOOL BOX 2. SHAPES

Click

Click

29

TERM TEST - 1Chapters 1 - 4

1. b. 2. c. 3. b.



1. FAST 2. MONITOR

3. ELECTRONIC 4. MANUAL

E. Match the following.

1. CPU

2. Mouse

3. Monitor


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

D. Guess the areas where the computers are used.

1. SHOP 2. AIRPORT 3. SCHOOL

F. Write any three uses of a computer.

1. Drawing and Colouring

2. Solving Sums

3. Playing Games

30

1. b. 2. c. 3. a.

4. b. 5. a.


C. Unscramble the following words, using the clues.

1. SPACEBAR 2. CURSOR

3. COLOR PALETTE

1. Buttons on the keyboard are known as keys.

2. Uninterrupted Power Supply.

E. Answer the following questions.


1. F 2. T 3. F

D. Guess which key am I?

1. ALPHABET KEYS 2. NUMBER KEYS 3. ENTER KEY

F. Color the correct key.

TERM TEST - 2Chapters 5 - 9

1. Gives blank spaces.

2. Works as an eraser.

3. Is used to go to the next line.

4. Is used to type telephone number.

Enter

Enter

Enter

! # $ % ^ & * (@

1 3 4 5 6 7 8 92)

0

31

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