Keyboard Computer

BOOK
KEYBOARD
Computer Science With Application Software
THIRD EDITION
TEACHING GUIDE
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TEACHER’S RESOURCE iii
About the Series
The computer in present-day society is an indispensable tool facilitating communication and work. From huge
machines weighing several tons, the computer has evolved into light, sleek yet powerful tools that dominate
today’s knowledge society. Many previously complex and time-consuming tasks have been reduced to the
mere touch of a few buttons on the keyboard. Basic computing skills like word processing are an essential
requirement in today’s job market. The Internet has revolutionised the way people communicate and interact.
Geographical distances are no longer a constraint for effective business transactions, information dissemination,
and interpersonal interactions, as distances have been overcome through extensive, intricately-designed
communication networks.
Today computer science is an academic subject in its own right, governed by scientific and mathematical principles.
It is an integral part of what is commonly called STEM (Science, Technology, Engineering, and Mathematics).
Due to its increasing importance, computer classes have become an essential part of the education curriculum
around the world.
However, the trend has been to favour Information and Communication Technology (ICT) rather than the science
behind computers. ICT in schools usually focuses only on teaching how to use office productivity software, such
as, word processors, presentation software, and spreadsheets. We, as teachers, should be careful that we teach
not only ICT, but also computing, especially in the lower classes. This is an important distinction because ICT
primarily involves simply understanding and memorising commands. As a consequence many students may
get the impression that there is not much of creativity involved in using computers. This may possibly result in
students losing interest in what they mistakenly believe to be computing. Students are not introduced to how
computers work and are not provided with the opportunity to be creative through computing activities that
challenge them to use their logical and analytical abilities along with being creative.
Computer science education should be such that children later on, if they choose to do so, would be capable of
making a meaningful contribution either to further advance our digital society or use digital media optimally
in their chosen field of study or work. Computer education in schools should equip every child with the basic
understanding of how computers work and with the possibilities of information technology in a knowledge-
based society and economy. This has been the rationale for developing this third edition of the Keyboard
series—Keyboard: Computer Science with Application Software.
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KEYBOARD: COMPUTER SCIENCE WITH APPLICATION SOFTWARE

Keyboard: Computer Science with application Software, third edition, a series of eight books for Classes 1 to
8, is a comprehensively revised edition of Keyboard: Computer Science with application Software, second
edition, and carries forward the very same interesting and interactive approach that is a hallmark of the existing
edition. The series aims to make the study of computer science engaging and interactive for students through
a combination of interesting features.
The contents are based on the most recent feedback from teachers and incorporate the latest trends in computer
education. We have taken particular care to update facts and figures, and to include the latest advancements
in the field of information and communication technology. Thus, trendsetting topics such as social networking
and cloud computing have been explained along with devices such as smartphones and tablets. Also, in keeping
with the times, there is greater focus on animation and web-designing concepts.
The series introduces the subject in a language that is simple and direct. Technical jargon is used only where
necessary and all such terms are defined at the end of each chapter. Comic strips, icons, cartoon characters, and
illustrations make the learning process an enjoyable experience.
Keyboard: Computer Science with Application Software is an advanced course in computer science meant
for those schools that wish to teach creative application software, such as Flash, HTML, Photoshop, and
Dreamweaver, along with the basic concepts of computers, computer programming, and the Internet. In keeping
with the times it also introduces students to sound (Audacity) and video-editing (Lightworks) software.
COURSE FEATURES AND HIGHLIGHTS

Each chapter in Keyboard: Computer Science with Application Software starts with an engaging introduction
in comic strip format presenting a conversation between two characters, Goggle and Toggle. Goggle represents
an average primary and middle school student, while Toggle is an animated laptop and an expert in computer
science. Toggle helps Goggle understand all that is taught about computers and computer software in the series.
The series has a hands-on approach to learning with text supported by relevant screenshots, and plenty of
practical exercises. The MS Office screenshots are based on MS Office 2013, with the compact and user-friendly
Windows 7 as the operating system.
Practice Time, Exercises, In the Lab, and Group Project

Practice Time is a feature that has been a part of all the computer science series we have written, and it has
been found by teachers to be a very useful feature. We continue with it in Keyboard: Computer Science with
Application Software also. The feature provides practical exercises after every major topic, in which the student
applies the concept(s) learnt in the previous section to solve a practical problem. The detailed solution is given
after the question, so that students are able to understand the practical application of a particular concept on
their own. This frees the teacher from the process of trying to individually assess whether all the students have
properly grasped the concept.
The Exercises and In the Lab questions in the series deserve particular mention. as they have been developed
according to Bloom’s Taxonomy. The exercises in each chapter have sufficient theoretical and practical questions
for concept application.
Application-Based Questions is a special analytical section within Exercises, aimed at encouraging students to
evaluate a picture or a situation, and answer questions based on them.
The In the Lab questions are similar to those under Practice Time except that the solutions are not given. The
questions too are more complex than those found under Practice Time. In both, however, the questions describe
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a variety of situations across subjects. Thus, both attempt to integrate the use of computers with problem-solving
in other subjects.
Group Projects encourage the students to work in collaboration with their peers and implement what they
learnt in the lessons.
Worksheets and Assessment Papers

Worksheets have been introduced in Classes I to V, while for Classes VI to VIII Assessment and Comprehensive
Assessment papers have been included.
Teaching Resources
The teacher’s resources for the Keyboard: Computer Science with Application Software, series have two components:
(a) Teaching Guides and (b) Teacher’s Digital Resources.
Teaching Guides
The Teaching Guides accompanying each of the coursebooks is carefully structured to provide useful support
to teachers.
Each Teaching guide contains the following:
• A Lesson Plan that details the periods recommended for a particular chapter, the topics therein, the expected
learning outcomes at the end of each topic, and the digital support available for each chapter. This is intended
to assist teachers in respect of overall planning. Teachers may go through the lesson plan before stepping into
the class or may use the recommendations for creating their own.
• A set of chapter-wise Worksheets follows the lesson plans, and has questions in the form of Crossword
Puzzles, Word Searches, Jumbled Words, etc. designed to reinforce conceptual understanding.
• In addition to the Worksheets, a set of chapter-wise test papers has also been provided, which may be used
by teachers to create their own assessment papers, or may be used as they are for classroom tests.
• The complete Answer Key to the Coursebook Exercises has been given in the teaching guide, including that
for the In the Lab questions, Group Project, Worksheets/Assessment papers, Revision Questions, and the
Cyber Olympiad Questions.
Digital Resources
The teacher’s digital support for the series is accompained by a Test Generator.
This comprehensive and easy-to-use Test Generator is an effective assessment tool designed to benefit teachers
by enabling them to create a variety of test papers.
It has two sections: (a) Coursebook questions (b) Questions beyond the coursebook.
Both include an extensive pool of questions, such as multiple choice, true or false, fill in the blanks, short
answer, and long answer questions, as well as lab exercises wherever relevant. Answers have been provided
to enable efficient and effective evaluation. The Test Generator allows the teacher to create test papers for one
or more chapters, with a mix of questions from both the sections. The Student’s Books, and the accompanying
Teaching Guides and teacher’s digital support, together form a complete package enabling one to teach the
subject effectively.
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Continuous and Comprehensive Evaluation

Learning takes place in a variety of ways — through experience, making and doing things, experi-mentation,
reading, discussion, asking, listening, thinking and reflecting, and expressing oneself in speech, movement or
writing. All these modes of learning are possible both individually and in groups. It would thus be advantageous
for children to be given the opportunity to involve themselves in as many of these activities as possible.
CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE)

The primary objectives of this system are (1) to maintain continuity in evaluation and (2) to reliably assess broad-
based learning and behavioural outcomes.
In this system the term ‘continuous’ is meant to emphasize that evaluation of a student’s progress is a continuous
process rather than an event. It is spread over the entire span of an academic session, and means regularity
of assessment and unit-testing. It also includes a diagnosis of learning gaps, the use of corrective measures,
retesting, as well as self-evaluation.
The term ‘comprehensive’ suggests that the system should cover both scholastic and co-scholastic aspects of a
student’s growth and development.
This system expects assessment to be both formative and summative. Formative assessment is a tool used by the
teacher to continuously monitor student progress in a supportive environment. It involves regular descriptive
feedback, a chance for the student to reflect on the performance, take advice and improve upon it. If used
effectively it can improve student performance tremendously.
Summative assessment is carried out at the end of a course of learning. It measures or ‘sums-up’ how much a
student has learned from the course. It is usually a graded test, i.e., it is marked according to a scale or set of grades.
It has been found that assessment that is predominantly of a summative nature will not by itself be able to yield
a valid measure of the growth and development of the child. It, at best, certifies the level of achievement only
at a given point of time.
The paper-pencil tests are basically a one-time mode of assessment and to exclusively rely on it to decide about
the development of a child is both unfair and unscientific. Over-emphasis on examination marks makes children
assume that assessment is different from learning. Besides encouraging unhealthy competition, the reliance on
a summative assessment system also results in great stress and anxiety among learners.
The Keyboard: Computer Science with Application Software, series, comprising of Student’s Books, Teaching
Guides, and Digital Resources, has a number of features that aid both continuous and comprehensive evaluation.
CONTINUOUS EVALUATION
Coursebooks
Beginning of Instruction (Formative Assessment)
• The introductory dialogue at the beginning of each chapter between Goggle and Toggle is a starter to the
chapter topic and can be employed to test the prior knowledge of students by using the dialogue to ask for
possible solutions or an answer to Goggle’s question. For example, in the following dialogue you can also
ask them what is the alternative to clicking the Run button.
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Umm… let me see…

did you click the Run
Hi, Toggle! I’ve button after typing your
been waiting command?
for you.
No!
At your service,
Sir. How can I Now, that’s the
help you? This turtle is giving reason the turtle
me trouble. It doesn’t obey is not obeying
my commands! you.
During Instruction (Formative Assessment)

• The conceptual grasp of students can be assessed during instruction through Practice Time, which has been
placed after every major topic in the Student’s Book, by observing how fast they carry out the task as given. A
couple of questions may also be added to test their understanding of the concept. For example, in the question
below students may be asked if they can use the tl command in the solution to this question instead of the tr
command.
PRACTICE TIME
Tania wants to draw a rectangle of breadth 40 steps and length 60 steps
in KTurtle using the turnright (tr) command. Can you help
her out?
SOLUTION
1. Tina should type the code given alongside in the KTurtle Editor
pane.
2. After typing the code, she should click the Run
button.
3. The output will appear as given here.
Note: Try doing the same using the tl command also.
End-of-Chapter (Summative Assessment)

• At the end of the chapter the student can be tested on acquired knowledge through the objective and descriptive
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questions of the Exercises, the Application-Based Questions, and on the practical application of concepts
through In the Lab questions, and Group Project.
EXERCISES
Application-Based Questions
Objective Type Questions a. Observe the given figure on the right and
1. Fill in the blanks with the correct words. answer the following questions:
bottom drawing open text undo i. Which tool is selected in the figure?
a. The .......................... canvas is present at the center of the main screen. ii. Name the modifier that has been used to
b. The .......................... tool is used to load the already saved pictures. draw line A.
c. The Help area is present at the .......................... of the Tux Paint screen. iii. Name the modifier that has been used to
d. The .......................... tool is used to type text and numbers in drawing area. draw line B.
e. The .......................... command will cancel the last drawing action. iv. Which modifier will you use to draw
lines without any modifications?
2. Write T for the true statement and F for the false one.
a. The Eraser tool can have different sizes. b. Danya has to create a cartoon character using
b. The Line tool can be used to draw curved lines. tools available in Flash CS3. Which tool will
c. The Help Area provides information about the selected tool while drawing she use for the following purposes?
on the canvas. i. PaintIN THE
freely LAB
on the stage
d. There are 18 colors in the Tux Paint palette. The first 17 are fixed while the 1. ii.
AmirDraw a square
has designed a NewYear greeting card in Paint as shown below. Make a New Year
18th color can be changed. iii. Fill with gradient inside the shape
greeting card of your own, using the various tools in Paint, for your teacher.

e. The Tools are present on the right side of the Tux Paint main screen.
3. Choose the correct option.

a. The command used to save a picture.
End-of-Unit
i. New
and Term (Formative
ii. Open
b. The tool used to draw geometrical figures.
iii. Save
as well as Summative Assessment)
iv. Save As
i. Line ii. Brush iii. Shapes iv. Magic

c. This tool is used to draw free hand.
• Assessment at the end iii.ofTexta unit,iv.or
i. Brush ii. Line a set of three or four chapters, is facilitated through Worksheets in classes
Shapes
d. The tool used to move out of Tux Paint.
I to V.i. New iii. Quit ii. Print
iv. Exit
e. The tool used to cancel the last action you undid.
i. Undo ii. Redo iii. New iv. Save
TEACHING GUIDES
109
The Teaching guides provide the following support for formative and summative assessment:
• Worksheets, one for each chapter, have questions in the form of Crossword Puzzles, Word Searches, Jumbled
Words, etc. designed to reinforce conceptual understanding.
• Test papers, one for each chapter, which may be used by teachers by photocopying them in a larger format
for classroom tests.
DIGITAL RESOURCES
The downloadable digital resources are for the series provided accompanied with Test Generator.
The Digital resource for Keyboard: Computer Science with Application Software, includes:
• Animations for the theoretical chapters such as that on operating systems, history of computers, input and
output devices, etc. that offer an interesting audio-visual element to technically complex or difficult concepts.
There are one or more modules for each such chapter which may be paused at relevant points and feedback
taken on what the children have seen, heard, and understood.
• Demo Videos that are linked to one of the Practice Times in software chapters (those chapters that describe
the features and commands available in a software), and present a step-by-step audio-visual guide to solving
the problem described in that particular Practice Time question. One or more objective type question(s) has
(have) been introduced at (a) strategic point(s) under the feature Rapid Round during the demo to encourage
children to participate in the solution to the problem. These questions could be also be used as a formative
assessment tool.
• Interactive Exercises The objective type questions have been made interactive in the form of pop-up screens
in which the right answer can be typed in or clicked. Clicking Submit will give you feedback, hence these
can be used as a formative assessment tool for quick evaluation.
• Printable documents for every chapter in the form of soft copies of the worksheets and test papers given in
the Teaching Guides. The teacher is free to use either version of the worksheets and test papers as formative
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assessment tools.
• Additional projects, Cyber Olympiad questions for practice, revision questions, and sample assessment papers
(in classes 6 to 8).
The Test Generator accompanying digital resources is an effective assessment tool designed to benefit teachers
by enabling them to create a variety of test papers.
It has two sections: (a) Coursebook questions (b) Questions beyond the coursebook.
Both have an extensive pool of questions including multiple choice, true or false, fill in the blanks, very short
answer, and short answer questions, as well as lab exercises wherever relevant. The Test Generator can be used
to create test papers for one or more chapters, with a mix of questions from both the sections. The wide variety
of objective and descriptive type of questions makes the tool flexible enough for teachers to employ it either for
formative or for summative assessment. Answers have also been provided for these questions to aid efficient
and effective evaluation by teachers.
COMPREHENSIVE EVALUATION
Comprehensive evaluation involves, as explained above, both the scholastic and co-scholastic aspects of a student’s
growth and development. It aims to assess the student not only in the area of pure knowledge but also in the
areas of their analytical and creative ability, as well as in their general attitudes and aptitudes.
The key features in Keyboard: Computer Science with Application Software, have been designed to provide
both scholastic and co-scholastic development.
Scholastic
• The features such as Did You Know?, Fast Forward, Top Tip, Tricky Terms, and Memory Bytes, enhance
and reinforce conceptual knowledge.
Did you Know?
Fast Forward
One point equals 1/72 of th
an inch. Font dialog box Ctrl + D
Trick
ky TTerms
Tricky erms
Top Tip
Template A pre-defined design layout that saves Scratch Area The grey area around the
time while designing publication page where objects can be placed
Starter images are Objects The elements you place in your

publication
before insertion in the publication page
Drop Cap A text-formatting style that enlarges
backgrounds with outlines of Guides They are horizontal and vertical lines the first letter of the selected text
images, or 3D photographs,
that you can use in Tux Paint.
Memory Bytes
• The AutoFill feature lets you quickly enter a • Filtering selectively displays rows/columns that
predefined series of data. meet the criteria specified by the user.
• There are two ways to create custom lists: by • Conditional formatting allows you to set a
importing the list or by entering the list in the cell’s format according to the conditions you
Custom Lists dialog box. specify.
• Sorting allows the user to rearrange the data in • You can copy the conditional formatting
ascending or descending order. setting to other cells using the Format Painter
tool.
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Co-Scholastic
• The features such as Computer Manners, Projects, and the design of the practical exercises focus both on
scholastic and co-scholastic areas by creating awareness on ethical and correct use of computers, as well as
the use of computers as a tool for applying their creativity and enhancing their problem-solving
AP IX
skills.
PEND
Computer Manners PROJECTS
KTURTLE
Type the following commands and execute it in KTurtle. Draw the figure you see on
the canvas in the space provided.
Note: Read and enter the commands column-wise.
reset fw 100 fw 120
canvascolor 255,0,0 bw 40 tr 45
pencolor 0, 255,0 tr 90 fw 70
penwidth 5 fw 50 tr 90
go 150,250 tr 90 fw 70
fw 120 fw 20 tl 135
tr 90 tr 90 go 60,250
fw 100 fw 50 fontsize 40
tr 90 tr 90 pencolor 0, 0, 255
fw 120 fw 60 print “This is my house”
tr 90 tr 90 spritehide
Find out how many rectangles there are in the figure. ................................
TUX PAINT
In Tux Paint you can draw and color lines, curves,
and geometrical figures.
You can also add magical effects to your drawing,
and you can write text in the drawing area. Do the
following:
Application-Based Questions a. Fill a starter image as the one given here with
colors of your choice.
a. Observe the given figure on the right and IN THE LAB
answer the following questions:
i. Which tool is selected in the figure? 1. Amir has designed a NewYear greeting card in Paint as shown below. Make a New Year
ii. Name the modifier that has been used to greeting card of your own, using the various tools in Paint, for your teacher.
Fig. 3P(a)
draw line A.
iii. Name the modifier that has been used to
draw line B. 1
iv. Which modifier will you use to draw
lines without any modifications?
b. Danya has to create a cartoon character using
tools available in Flash CS3. Which tool will
she use for the following purposes?
i. Paint freely on the stage
ii. Draw a square
iii. Fill with gradient inside the shape
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SCHEME OF WORK AND LESSON PLAN

• A Scheme of work and Lesson Plan has been devised for each chapter which details the number of periods
recommended for that chapter, the topics covered in that chapter, the recommended topic-wise allocation of
periods, the learning outcomes, and the downloadable digital resources available for that chapter.
• The total number of periods in a year for computer science has been taken at 36 assuming one period in a
week for the subject.
• Teachers may go through the lesson plan before stepping into the class. However, this is a proposed lesson
plan, and teachers are free to modify it as per their teaching styles or teaching sequence in respect of the
chapters.
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SCHEME OF WORK*
Topic-wise
Chapter Title In This Chapter Allocation of Learning Outcomes
Periods
1. A Smart Machine The Computer— 0.5 The student should be able to:
A Machine • describe the computer as a machine which helps us do
various tasks.
Humans and 0.5 • differentiate between humans and computers.
Computers
Types of Computers 1 • classify computers based on size.
• identify the different types of computers.
Starting and Shutting 1 • start and shut down a computer in the correct way
Down a Computer
2. Parts of a Monitor 1 The student should be able to:
Computer • define a computer system.
• list the four main parts of a computer.
• identify the monitor.
• recognise its resemblance with a television.
• describe what the monitor is used for.
CPU Cabinet 0.5 • identify the CPU Cabinet.
• describe what it contains.
Keyboard 0.5 • recognise the keyboard.
• explain the use of a keyboard.
Mouse 0.5 • identify the mouse.
• explain the use of a mouse and a mouse pad.
Printer 0.5 • recognise the printer.
• describe the use of a printer.
• define a printout.
Microphone, 0.5 • recognise the microphone, speakers, and headphones.
Speakers, and • describe what they are used for.
Headphones • decide when to use headphones and when to use speakers.
Input and Output 0.5 • explain what the input and the output devices are.
Devices • identify the different types of input and output devices.
UPS 0.5 • recall what the acronym UPS stands for.
• describe the use of a UPS.
Floppy Disk, Hard 1 • identify floppy disks, hard disks, CDs and DVDs, and USBs.
Disk, CD, DVD, and • explain what a hard disk is and what it is used for.
USB • differentiate between a CD and a DVD.
• describe the use of a USB and its advantage over a CD and
DVD
3. Keyboard Cursor Control Keys 1 The student should be able to:
• recognise the cursor control keys.
• explain their use.
BACKSPACE key 0.5 • identify the BACKSPACE key.
• describe its use.
*The topic-wise allocation of periods for each chapter may vary, as per the individual class requirements.
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Topic-wise
Periods
DELETE Key 0.5 • recognise the DELETE key.
• explain its use.
• differentiate between the BACKSPACE key and the
DELETE key.
CAPS LOCK key 0.5 • identify the CAPS LOCK key.
• recall the use of the CAPS LOCK key and work with it.
NUM LOCK key 1 • recognise the NUM LOCK key.
• identify the numeric keypad and explain the use of the
NUM LOCK key.
Shift key 0.5 • identify the Shift Key.
• explain its use.
TAB key 0.5 • identify the TAB key.
• explain the use of the TAB key.
ESC key 0.5 • identify the ESC key.

• describe the use of the ESC key and work with it.
4. Uses of Computers Schools 0.5 The student should be able to:
• describe the uses of computers in schools.
Railway Stations and 0.5 • list the uses of computers at railway stations and airports.
Airports
Making Films 0.5 • define animation and describe how computers are used in
making films.
Banks 1 • explain the uses of computers in banks.
• describe what an ATM machine is.
Hospitals 0.5 • recount the uses of computers in hospitals.
Offices 0.5 • cite the uses of computers in offices.
Designing 0.5 • describe the uses of computers in designing.
Space Research 0.5 • explain the uses of computers in space research.
Publishing 0.5 • list the uses of computers in the publishing industry.
5. Let’s Paint! Starting Paint 0.5 The student should be able to:
• open Paint.
• recognise the components of the Paint window.
Closing Paint 0.5 • close the Paint window.
Using Tools 2 • use the Pencil tool, the Brushes tool, and the Line tool.
• distinguish among the different types of brushes available
in Paint.
Saving a Drawing 1 • save a drawing.
Starting a New 1 • start a new drawing.
Drawing
Opening an Already 1 • open an already saved drawing.
Saved Drawing
6. Drawing in Paint Curve Tool 0.5 The student should be able to:
• use the Curve tool.
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Topic-wise
Periods
Shapes Group 1 • draw different shapes using the Shapes tool.
Polygon Tool 0.5 • use the Polygon tool.
Eraser Tool 0.5 • recall how to erase the unwanted parts of a drawing.
Fill with color Tool 1 • fill color in an enclosed figure using Fill with color tool.
Text Tool 1 • write text in Paint.
Select Tool 1 • select rectangular or irregularly shaped areas of a drawing
in Paint.
Magnifier Tool 0.5 • zoom in on a part of the drawing.
Color Picker tool 1 • recognise the Color Picker tool and pick up a color from a
drawing in Paint and use it elsewhere in the drawing.
7. Let’s Start Word Word Processing 0.5 The student should be able to:
2013 Software • explain what a word processor is and what its uses are.
Starting Word 2013 0.5 • open Word 2013.
Parts of the Word 1 • identify and describe the various parts of the Word 2013
2013 Window window.
Creating a New 1 • create a new document.
Document • explain how to save a document.
Opening a Document 1.5 • open an already saved document.
• change the font size and the font colour.
• close a Document.
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LESSON PLANS*
Chapter 1 A Smart Machine
Time for each lesson: 40 minutes

Resources: a laptop, or computer lab, tablet computer
Introduction (5 minutes)
Begin the first class by asking a few general knowledge questions from the students which they can answer
easily. When a student gives a correct answer, say that he/she is very smart. Also encourage students who do
not give the correct answers.
Explanation (25 minutes)
Elicit responses from the students about the uses of computers. After a brief discussion, let them read from
the text and encourage them to look at the illustrations carefully. There is a formative assessment task on page
2 which should be completed as they read on. Elaborate on the fact that just like humans, computers are also
smart, and hence they are called smart machines.
Divide the class into two groups. One group could list the tasks that can be performed by computers and the
other group could list the tasks performed by humans. Highlight the fact that computers are used everywhere
including homes, schools, offices, banks, hospitals, airports, shopping malls, etc. Children can play games on
their home computers, as well as use them to study.
Demonstrate the difference between a desktop computer, a laptop, and a tablet. Students might notice the
difference in size. Demonstrate how to start and shut down a computer.
You can assign any of the following tasks for classwork and homework.
• Exercises
• In the Lab
• Group Project
• Worksheets
Assessment
Students’ learning should be assessed on Bloom’s taxonomy model, as well as on their class participation,
enthusiasm, inquiry, and team work. At the end of the lesson, students will be able to:
• describe the computer as a machine which helps us do various tasks.
• differentiate between humans and computers.
• classify computers based on size.
• identify the different types of computers.
• start and shut down a computer in the correct way.
Conclusion (10 minutes)

Encourage students to give you a recap of the main points they have learnt in the lesson. Discuss computer
manners and read through the tricky terms, given at the end of the chapter.
*. The lesson plan for each chapter has a flexible structure. It can be split up into daily lesson plans to suit various classroom needs.
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Chapter 2 Parts of a Computer

Resources: computer lab, dummy computer, the names of parts of a computer written on separate pieces of paper
If possible, conduct this lesson in a computer lab, otherwise, you can have a dummy computer in class to
demonstrate the various parts of a computer. Before explaining the parts of a computer, elicit responses from
the students about the different parts of a television. They might mention its screen and speakers. Listen to their
responses and ask them to read the chapter.
Ask a student to come forward and hold a piece of paper with ‘monitor’ written on it. Similarly, ask three more
students to step forward and hold pieces of paper with ‘CPU cabinet’, ‘Keyboard’, and ‘Mouse’ written on them.
Point to these four students and explain to the class that they represent the four main components of a computer.
Stick these pieces of paper on the soft board and as the lesson progresses, add more pieces of papers with the
words ‘Printer’, ‘Speakers’, ‘Microphones’, ‘Headphones’, ‘CD’, Hard Discs’, ‘USB’, etc. written on them. This
way you can create a word wall for all the parts of a computer.
You can assign any of the following tasks for classwork and homework.
• Exercises
• In the Lab
• Group Project
• Worksheets
Assessment
• define a computer system and list the four main parts of a computer.
• Identify and describe the monitor and recognize its resemblance with a television.
• identify the CPU cabinet and describe what it contains.
• recognise the keyboard and explain its uses.
• identify the mouse and explain its uses and of a mouse pad.
• recognise the printer and describe the use of a printer.
• define a printout.
• recognise the microphone and speakers and describe their uses.
• explain input and the output devices using examples.
• recall what the acronym UPS stands for and describe its uses.
• identify floppy disks, hard disks, CDs and DVDs, and pen drives.
• explain what a hard disk is and what it is used for.
• differentiate between a CD and a DVD, and its advantage over a CD and DVD.
Encourage students to refer to the word wall and describe each component; as a recap of the lesson. Also discuss
computer manners and read through the tricky terms, given at the end of the chapter.
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Chapter 3 Keyboard
Resources: a laptop with a mouse attached to it, pictures of different types of keyboards
This lesson can easily be conducted in the classroom, if the computer lab is not available. Begin the lesson by
asking whether a keyboard is an input or an output device. You can show pictures of different types of keyboards
and ask students if they can spot any differences between them. Encourage them to make inferences based on
the sizes and shapes of different keyboards.

Let students read from the textbook and observe the illustrations carefully. As they read, demonstrate where
each key is located and how it is used. Let students apply knowledge of what they learnt by using each of these
keys. As the lessons progress, assign any of the following tasks for classwork and homework.
• Exercises
• In the Lab
• Group Project
• Worksheets
Assessment
• recognize the cursor control keys and explain their use.
• identify the BACKSPACE key and describe its use.
• recognise the DELETE key and explain its use.
• differentiate between the BACKSPACE key and the DELETE key.
• identify the CAPS LOCK key, recall its use, and work with it.
• recognise the NUM LOCK key, identify the numeric keypad, and explain the use of the NUM LOCK key.
• identify the Shift Key and explain its use.
• identify the TAB key and explain when it is used.
• identify the ESC key, describe its use, and work with it.

Encourage students to give a recap of the lesson. Also discuss computer manners and read through the tricky
terms, given at the end of the chapter.
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Chapter 4 Uses of Computers
Resources: sticky notes for students to write on, a chart paper, a laptop
Introduction: (5 minutes)
Begin the lesson by asking students if they are aware of any place where computers are used. Ask them to write
their responses on a sticky note and paste it on the chart paper pinned to the soft board in class. This will be
their word wall to which they may refer to at the end of the lesson.
Explanation: (25 minutes)
Let students read from the textbook. Demonstrate how records are maintained by a simple activity in class. Ask
students to give their names and roll numbers or dates of birth and type this data in Notepad, WordPad, MS
Word, or MS Excel. Save the file and close the document. Explain to students that now the record of their names
and birthdays have been maintained in the computer.
Talk about different professions and discuss how computers might be used in each of these. The illustrations in
the chapter can be discussed in class and students should be encouraged to give their input. Give them examples
from their surroundings where computers are used. As the lessons progress, assign any of the following tasks
for classwork and homework.
• Exercises
• In the Lab
• Group Project
• Worksheets
Assessment
Describe or list the uses of computers in schools, railway stations, and airports.
• define animation and describe how computers are used in making films.
• explain the uses of computers in banks and describe what an ATM machine is.
• recount the uses of computers in hospitals
• cite the uses of computers in offices.
• describe the uses of computers in designing.
• explain the uses of computers in space research.
• list the uses of computers in the publishing industry.
Conclusion: (10 minutes)
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Chapter 5 Let’s Paint
Resources: computer lab
It is recommended that this chapter should be taught in the computer lab so that students could get hands on
experience of this program. Elicit responses from students about the things they like to paint on paper. Discuss
the material used for painting. Inform them that they can even paint on computer, without using actual paint,
brushes, paper, etc.

Let students read from the chapter and as they do so, demonstrate how to access Paint software on the computer.
Demonstrate how to use the different tools and save their document. They should be allowed to demonstrate
what they have learnt through Practice time.
As the lessons progress, assign any of the following tasks for classwork and homework.
• Exercises
• In the Lab
• Group Project
• Worksheets
Assessment
• open Paint.
• recognise the components of the Paint window.
• close the Paint window.
• use the Pencil tool, the Brushes tool, and the Line tool.
• distinguish among the different types of brushes available in Paint.
• save a drawing.
• start a new drawing.
• open an already saved drawing.

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Chapter 6 Drawing in Paint
Resources: computer lab
This chapter is an extension of the pervious chapter. Quiz students about the basic Paint tools they have learnt
and practised in the previous lessons. This chapter might take about seven periods to get completed.
Make sure that students explore all the options and demonstrate their drawing skills through Practice time.
Encourage them to hold the mouse in the correct way. As students will be working in groups, you will get a
chance to encourage peer learning. As the lessons progress, assign any of the following tasks for classwork and
homework.
• Exercises
• In the Lab
• Group Project
• Worksheets
Assessment
• use the curve tool.
• draw different shapes using the Shapes tool.
• use the Polygon tool.
• recall how to erase the unwanted parts of a drawing.
• fill color in an enclosed figure using Fill with color tool.
• write text in Paint.
• select rectangular or irregularly shaped areas of a drawing in Paint.
• zoom in on a part of the drawing.
• recognise the Color picker tool and pick up a color from a drawing in Paint and use it elsewhere in the
drawing.
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Chapter 7 Let’s Start Word 2013
Resources: l aptop with MS Word installed, or computer lab, any school newsletter or a print out of an MS Word
document
Show the printed document to students and tell them that the document was typed in a software called MS
Word. It is recommended to conduct this lesson in the computer lab but the introductory class can be taken in
class using laptop.
Let students read from the chapter and for the introductory class, you can demonstrate how to open a new
document on the laptop. Identify the main parts of Word 2013 and describe the uses of each. You may refer to
the Help section for further teaching support in class. This chapter may take about five periods to be completed.
Take students to the computer lab where they will learn in groups through peer learning. As the lessons progress,
assign any of the following tasks for classwork and homework.
• Exercises
• In the Lab
• Group Project
• Worksheets
Assessment
• explain what a word processor is and what its uses are.
• open Word 2013.
• identify and describe the various parts of the Word 2013 window.
• create a new document.
• explain how to save a document.
• open an already saved document.
• change the font size and the font color.
• close a Document.
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ANSWER KEY TO THE COURSEBOOK

• The complete Answer Key to the Coursebook Exercises has been given here including that for the In the Lab
questions, Group Projects, and Worksheets.
• These are only suggested answers, and variations are possible especially for the open-ended questions, such
as the descriptive questions, and those of In the Lab. Teachers may use their discretion while checking the
answers provided by the students, and give them marks based on conceptual accuracy and conceptual clarity.
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1. d, b, c, a
2. a. 3 b. 2 c. 1
3. Desk Computer
4. a. pictures b. desktop c. UPS d.

fingers e. Start
5. a. T b. F c. T d.
T e. F
6. a. iv. all of these b. ii. Personal Computer c. iii. icons

d. iv. can take decisions e. iii. never make mistakes
7. a. A computer is an electronic machine and therefore needs to be operated in the correct manner. It is very
important that you open and shut down the computer properly. For example, directly turning the power
off can damage the computer and you can also lose information in the process.
b. If you describe something or someone as an icon, it implies that they are important as a symbol. Ollie,
the dog had grown old. He just lay there in the backyard of the house at the edge of the forest. An icon in
computer language refers to a picture on a computer screen representing a computer program. Students
might mention different icons.
c. The following tasks can be done by computers.

• A computer can do the same thing repeatedly without getting bored.
• Computer have a very good memory and remember all the information unlike humans who may
forget at times.
• A computer can work much faster than humans.
It is important to understand these differences so you can know when it is beneficial to use a computer
for tasks rather than asking a human being.
d. I would like to have a desktop for the following reasons:

• It is easier to have a desktop computer, so different family members can access the equipment.
• A desktop is cheaper than a laptop.
I would like to have a laptop for the following reasons:

• It is easy to carry around, as it is smaller and is lightweight.
• It can operate from a battery instead of a power cable.
• It is small enough to use on your lap.
I would like to have a palmtop for the following reasons:

• I can carry it in my pocket.
• It is very handy and convenient.
• It runs on a battery instead of a power cable.
I would like to have a tablet for the following reasons:

• It is convenient to carry.
• It has a touch screen so you can use it with your fingers or a pen-like device.
• It runs on a battery instead of a power cable.
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IN THE LAB
1. The students should be encouraged to make the required list.
2. The teacher should help the students form groups and guide them through the task.
3.
Computers Human beings
A computer can work very fast. Humans cannot work as fast as a computer.
A computer does not make a mistake. Humans can make mistakes.
A computer never gets tired. Humans do get tired after some time.
A computer can do the same work over and over Humans may sometimes get bored doing the same
again. It never gets bored. work over and over again.
A computer has a very good memory. It never forgets Humans can forget the information stored in their
the information stored in it. minds.
A computer does not have any feelings, and it cannot Humans have feelings and they can take decisions.
take decisions.
4. The teacher can demonstrate how the icons can be moved by using the drag-and-drop method. Students
should be able to select a certain icon and move it according to their choice.
GROUP PROJECT
Advantages of Desktop PC: Disadvantages of Desktop PC:

• more memory space • needs separate keyboard, mouse,
• more powerful and monitor
• easy to upgrade • heavier
• requires no battery • noisier
• cheaper than laptops and tablets • not handy
• lower risk of theft
• easy to carry • more expensive
• small, lightweight • easy to steal or lose
• powered by battery
• portable
• can be used by someone in a wheelchair who finds access to a
desk more difficult
• convenient size • too small a screen size
• portable • no keyboard
• reasonably-priced • less memory
• can be used by people with a variety of disabilities
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Advantages of Desktop PC: Disadvantages of Desktop PC:

• small, lightweight • easy to damage
• can connect keyboard to a tablet • small screen
• multi-touch screen • high cost
• can connect to internet • cannot attach to CDs and DVDs
• long battery life
• accessible software allows people with severe communication
issues to be able to take an active part in learning
1.
2. a. F b. F c. F d.
T
3. a. iv. all of the above b. iii. Microphone c. iv. UPS d. ii. Mouse
4. a. Monitor, CPU, keyboard, and mouse are the four main parts of a computer.
b. Input devices are the ones that are used to enter data into the computer. Output devices are the ones
that are used to give output such as text, images, etc.
c. A mouse is used to point at things on the computer. It is also used to click and drag things on the computer
monitor.
d. Speakers and headphones
e. CD, DVD, and ‘USB’
f. The design of the keyboard and mouse could be of a standard shape but have a different size. The keys
could be larger, and of different colours. The shape of the keyboard could be changed too. Children
could experiment with different shapes of keyboard designs to see which works best. The mouse could
be a fun design to attract younger people, such as an animal head shape or be brightly coloured. For
an elderly person the mouse could take on the shape of a classic car or a flower or anything else that
makes it a fun experience to use. Within the design must always be the basic operating functions for
both keyboard and mouse.
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g. The monitor is a crucial part of the computer because it displays the information on the screen. The mouse
is a pointing device and helps us to select things on the screen that are visible only when the monitor
is connected to it. The keyboard has alphabet, number, and other keys that we use to enter words and
other data into the computer that are visible on the monitor. It is important that all these parts of the
computer work in unison as they all depend on each other.
IN THE LAB
1. The students should be encouraged to draw a computer and label its parts.
2. Instruct the students to create a cartoon strip. Tell them they can use different images of input and output
devices and design them with faces or emoticons to create their own cartoon characters. Demonstrate the
use of speech bubbles by drawing them on the board. Explain that speech bubbles are used most commonly
in comics to present the speech or thoughts of a given character in the comic.
GROUP PROJECT
Here are some suggestions for what the answers for each storage device may be:
Storage Device Advantages Disadvantages
HARD DRIVE • cheapest option to save large • can get damaged by

quantities of data sunlight, dust or liquids
• extensive storage available on a • If stolen, all data could
single device be accessed easily, if not
• External hard drive is portable. password protected.
• acts as a back up
CDs/CDRoms • small, portable • take up more physical
• data storage in a large capacity space than a USB
• can store audio and video data • breakable; can be
• can be mass produced at a scratched
cheaper price • cannot store as much as a
• older computers have cd drives hard disc
DVDs • small, portable • DVDs do not work in
• large storage capacity CD drives.
• ideal to store good quality audio • can be scratched or
and video broken
• can be mass produced at a • cannot store as much as a
cheaper price hard disc
USB • small, lightweight • cannot store as much as a
• easy to transport hard drive
• does not get spoilt easily • slower than internal hard
• can store all data in a large disk
capacity
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WORKSHEET 1
1. S C W F H Y J N B F
X D P R I N T E R D
E E J S Y J P S D S
W R T G T U T A E M
F H R F R Y E W V O
K E Y B O A R D C U
G S E A G D S C X S
T A W S D E A G G E
Y W A W S R W H H D
H E A D P H O N E S
2. a. USB b. printer c. microphone d.

CPU e. mouse
3. a. Monitor b. CPU cabinet c. Keyboard d.

Mouse
4. Tick mark B and D. Cross mark A and C.

The correct labels are:
A. Monitor
B. Speaker
C. CD Rom
D. Monitor
Chapter 3 Keyboard
1. a. Cursor b. Arrow keys c. Tab key d.

Esc key e. Delete key
2. a. keyboard b. control c. backspace d.

ON e. shift
3. a. The keys used for typing @@$$##**&& are Shift + 2, Shift + 4, Shift +3, Shift + 8 and Shift + 7. Color these
in blue.
b. Colour the keys T, I, G, E, R in yellow.
c. Colour the Backspace key in red.
d. Colour the Delete key in green.
4. a. i. TAB b. iii.
Shift c. ii. NUM LOCK d. ii. CAPS LOCK e. iii. 4
5. a. The tab key is used to move the cursor to the right by many spaces.
b. The function of the alphabet keys and number keys are to enter letters and numbers, respectively. The
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SPACEBAR creates a space between letters and words, whereas the ENTER key moves the cursor to the
next line.
c. The cursor control keys, also called the arrow keys, perform similar functions to the mouse. With the
use of these keys, you can move a page up, down, right, and left. The arrows show what direction the
cursor is moving in.
d. The Backspace and the Delete keys are used to erase words. The Backspace key allows you to erase
anything behind the cursor and the delete key allows you to delete anything in front of the cursor. It is
useful to have different ways of doing the same task because it can improve the speed of operation.
e. i. NUM LOCK and CAPS LOCK

Both are LOCK keys. NUM LOCK allows you to type numbers only. CAPS LOCK allows you
to type letters in capital form only. You would use the NUM LOCK keys when you want to do
calculations as you only need to type numbers. Similarly, if you had to fill in a form in capital
letters, you would use the CAPS LOCK key.
ii. SPACEBAR and TAB
Spacebar key is used to create space between words or letters, whereas the Tab key is used to
move the cursor at set intervals. The Spacebar key is used the most. The Spacebar key is used to
help lay out the work on screen in a neat and orderly fashion. The Tab key is useful for moving a
whole paragraph to the right and therefore lining up the paragraphs in a neat manner.
f. The Escape key will be used to close the Menu bar.
IN THE LAB
1. To write the names of five fruits you like, in WordPad:
a. In capital letters :
i. Open WordPad. Open a new document.
ii. Press the Caps Lock key on.
iii. Type the names of five fruits.
b. In small letters:
i. Open WordPad. Open a new document.
ii. Press the Caps Lock key off.
iii. Type the names of the fruits.
2. To write in WordPad or Notepad:

a. Open WordPad or Notepad. Open a new document.
b. Type the names of your family members, your school's name, class teacher’s name, and the four parts
of a computer.
c. To save the document, in the File tab click Save As.
d. Select the folder where you want to save the document. Type the file name and click Save.
Instruct the children to use both the letter and number keys. Remind them that they can use the Caps Lock key
to write the first letter of all proper nouns.
GROUP PROJECT
A pangram is a sentence containing every letter of the alphabet. Typing a pangram is an excellent way of doing
typing practice because your fingers move over the whole keyboard. Pangrams also make children familiar with
the letter keys. Instruct the children that they can type out this sentence in different fonts for practice.
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You can read out the following story to the children to generate ideas and to inspire them to think and write
their own stories.
‘Ollie, the dog had grown old. He just lay there in the backyard of the house at the edge of the forest. All day,
he napped, only opening his eyes when he heard his master shuffling along. His master had grown old and
did not leave the house much. He left the house at mealtimes to throw Ollie some bones and leftover scraps.
Late one night, Ollie heard a scraping sound. He was too lazy to care. The scraping continued till finally the
rusty lock on the gate gave way and flew open. The brown fox pushed the wooden gate and scampered into
the backyard. Ollie saw him but he had become fat and slow. The fox quickly jumped over the lazy dog. He
had come in search of food……’

1. S
H C
B O H
R A I L W A Y S T A T I O N
N P O
K I P U B L I S H E R S
T
A N I M A T I O N
E M A I L T
M
2. a. record b. Animation c. Teller d.

E-mail e. school
3. a. T b. T c. F d.
F e. F
4. a. Animation b. E–mail c. Banks d.

Publishing house e. ATM
5. a. Computers are used in schools for making time tables. They are also used to keep details of fees, students,
and teachers.
b. E-mail is a way of sending messages to other people by means of computers.
c. Computers are used in hospitals to keep records of patients. They also help doctors in performing
operations.
d. Computers are used in the school office, classrooms, library, and staff room. They are used to create
timetables and circulars in staff offices, maintain fee payment records, exhibit slide shows as well as a
teaching aid in are also used at the information desk to find out the location of shops within the mall.
They are used in shops and supermarkets for inventory purposes and at the checkout point. Most malls
have ATMs (which are run by computers) for people to withdraw money.
• Computers also assist in preventing theft by storing security camera footage and data.
• Computers are used at airports and train stations to book and issue tickets and look up travel
schedules.
f. Learning computer skills is very important because computers are used in all areas of our personal
and professional lives. Computer literacy is considered a very important skill for employees to possess
because present-day operations are all linked to computer usage.
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g. Computer skills help enhance students’ learning. Computers are used to prepare and share assignments,
ease communication, and increase knowledge through research. Virtual learning has revolutionised the
way teachers can teach and students can learn at their own pace without going to a physical class. Students
entering college with computer skills can keep pace with their technologically proficient peers. Bringing
computers to the classroom helps ensure students are connected to a whole new world of information,
innovation, and research from different parts of the world.
IN THE LAB
1. Collect the tickets and paste them in your notebook or scrapbook.
2. Make a chart on uses of computers in fields such as designing, hospitals, schools, and publishing.
3. You can either distribute questionnaires or conduct interviews. Also, you can make flashcards to play a
guessing game where students will guess answers to questions they ask each other. You can give each other
points for the correct answers and crown the person with the maximum number of correct answers. Friendly
competitions are so much fun! Lists are always useful as they can be quickly seen by everyone who needs
the information quickly.
GROUP PROJECT
Students can be given the following ideas for this project.
1. Teachers have access to computers or the Internet in their classroom:

• to gather information for lessons
• to set various teaching objectives
• to create instructional materials
• to access sample lesson plans
• to log into various research sites
• to communicate with colleagues
• for administrative record keeping
2. Computers are used in different ways by physicians as well as staff personnel:

• to store patient related data
• to maintain patient records
• to carry out X-rays and other procedures
• to monitor a patient’s health
• to be used for medical research purposes
• by using minimally invasive tools such as cameras to relay images from inside the patient’s body to the
doctors
• to reduce the use of paper and hence reduce financial costs
3. Architects use computers:

• to create presentations of building proposals
• to make 2-D and 3-D models
• to create brochures, slideshows and other multimedia communication
• to act as an aid in designing different projects
• to communicate with clients
• to finalise business documents
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• to keep records
• for research purposes
4. Computers are used in banks:

• to store data relating to all customer accounts
• to give an account of different products and services the bank offers
• to communicates with other branches in the city and around the world
• to check account balances
• to withdraw cash
• to deposit cash and checks
• to make transfers between accounts
• to make loan payments
5. Computers are used in the airline industry:

• to store data relating to all the passengers and flight schedules
• for ticketing purposes
• to control aeroplanes from the control tower
WORKSHEET 2
1. H D E B A N K S F D A O
O G C V B Y U I O P S F
S C A I R P O R T S A F
P U C G T U I Y G E N I
I C D F H J M N F D J C
T D W S C H O O L S A E
A W A D W E C T V T Y S
L A F I L M S Y C S D R
S L W X A S F U F D U E
D W D E S I G N I N G G
S A G I O P M H G T M R
P P U B L I S H I N G G
2.
B
E C T
S K W
C A P S L O C K
1
C U R S O R
D E L E T E
3. a. * b. @ c. C d.
Dua Jibran e. MONITOR
Chapter 5 Let’s Paint!
1. a. Brushes b. Color 2 c. Size d.

straight e. Save
2. a. iv. both i and ii b. iv. all of these c. iii. Exit d. iii. Size e. ii. Shapes
3. a. The Pencil tool is used to draw both straight and curved lines.
b. To select a background colour, click the Colors group. Click Color 2 and choose a colour.
c. To change the thickness of a line, click the down arrow under the Size option. Select the size.
d. The Save As dialog box appears when one saves the drawing for the first time.
e. The Pencil, Brush, and Line tools can all be used to draw straight and curved lines.
f. The Brush tool has different artistic brushes which makes it possible to create special effects on curved lines.
g. Yes, you need to save files with the appropriate names in order to find them easily e.g. a drawing of my
classroom could be saved as ‘Artwork of my classroom’.
IN THE LAB
1. To draw a boat:
a. To draw using the Line tool:

i. Select the Line tool.
ii. In the Colors group click Color 1 and select the brown colour.
iii. Click the down arrow under the Size option and select a size.
iv. Click inside the drawing area and drag the mouse to draw the shape.
b. To colour the boat:

i. Click the Brushes tool and then select Airbrush.
ii. Click Color 1 and then select the yellow colour.
iii. Fill in the bottom of the boat.
iv. Click Color 1 and then select the red colour.
v. Fill in the mast of the boat.
c. To write Boat:
i. Click the down arrow of the Brushes tool and select Calligraphy brush 1.
ii. Click Color 1 and select the blue colour.
iii. Click and drag inside the drawing area and write ‘BOAT’.
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d. To save the drawing:

i. Go to the Paint button and click the Save option.
ii. Select the drive and the folder in the Save As dialog box.
iii. In the filename box type BOAT.
iv. Click the Save button.
2. To draw the balloons:

a. To draw using the Pencil tool:
i. Select the Pencil tool.
ii. Click Color 1 and select a colour.
iv. Click inside the drawing area and drag the mouse to draw the shape.
b. To draw the threads:

ii. Click Color 1 and then select the red colour.
iii. Click the down arrow under the Size option and then select the thickness of the line.
iv. Click inside the drawing area and drag the mouse to draw the threads of the balloons.
c. To colour the balloons:

ii. Click Color 1 and then select a colour of your choice.
iii. Fill in the balloons with different colours.
d. To save the drawing:

iii. In the filename box type Balloons.
The tools used are: the Pencil Tool and the Brushes Tool.
3. To draw an Eid Card:

a. To draw using the Line tool:
i. Select the Line tool.
ii. Click Color 1 and select the brown colour.
iv. Click and drag on the drawing area to draw the shape.
b. To colour the Eid Card:

ii. Click Color 1 and then select a colour of your choice.
iii. Fill in the Eid Card.
c. To save the drawing:

iii. In the filename box type Eid Card.
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4. Open the program so you are in the drawing area.

• In the Tools box, click the pencil tool.
• Choose a colour from the colour box.
• Use the pencil tool to draw a castle freehand.
• Click the line and select a thickness for the line.
• Create windows for the castle.
• Use the paint and colour tools to colour the castle in different colours.
You can use one colour in different shades by double clicking any colour patch on the palette; you can further
choose a different shade of that colour.
GROUP PROJECT
Instruct the students to do the following:
• Open the Paint program so you are in the drawing area.

• In the Tools box, click the Line tool.
• Choose a colour from the colour box.
• Click the line and select a thickness for the line.
• Draw the first object that you think is going to be the center of attention of this scene.
• Using Pencil and Shape tools, draw other objects.
• Use the paint and colour tools to colour the objects in different colours.
It might be difficult to draw the crowd in detail as there are so many expressions to capture. An adaptation
might be to create a background blur of people using random colours and outlines of faces rather than detailed
‘portraits’.
Completing this task on screen means that the finished image can be printed out; it can be enlarged or alternatively
cropped to focus on specific images within the scene. It is quicker and easier to cover a wider area of the picture
quickly on screen rather than drawing by hand on paper.
1. a. foreground b. Shapes c. Polygon d.

Text e. Color 2
2. a. ii. Fill With Color b. iv. Color Picker c. i. Magnifier tool

d. ii. Rectangular selection e. i. Polygon tool
3. a. Rectangles, ellipses, triangles, arrows, and hearts
b. To select an irregularly shaped part of a drawing:
i. In the Image group, click the down arrow under Select.
ii. Click Free-form selection, and then drag the pointer to select that part of the drawing.
c. You would use different Paint tools to make a birthday card for a friend. You would use the text tool to
create a birthday message in different fonts and varied colours.
For example, if you chose to design a bunch of balloons on the birthday card, these are the steps you would
take:
• Use the Pencil tool to draw balloons.
• Use the Lines tool to draw strings from the balloons.
• Click the Size button and decide on the thickness of the line.
• Use the Colour tool to colour the balloons.
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(Teacher’s Note: The answer to this question will vary from student to student; hence, no standard
answer is suggested.)
d. When drawing lines in Paint, Maria should hold down the left mouse button at the same time as holding
down the Shift Key. As the cursor is moved by the mouse, the line on screen will move in 45 degree
angle steps rather than one degree at a time.
e. Alena can use the Magnifier tool to zoom closely into the honey bees. This is a useful tool to use because
it shows you every part of the drawing area in detail. It helps you decide what to change.
IN THE LAB
1a. To draw a Landscape:
• You can use the Pencil tool in the following manner, to draw the landscape:
ii. Click Color 1 and then select a colour.
iii. Click the down arrow under the Size option and then select the thickness of the line.
iv. Click and drag on the drawing area to draw the shape.
• To draw the sand and the waves in the sea, you can make use of the Brushes tool:
i. Click the down arrow of the Brushes tool and select the artistic brush.
ii. Click the down arrow of the Size option and then select the thickness of the brush.
iii. Click Color 1 and then select a colour.
iv. Click and drag to draw.
• To fill color in the shapes, the Fill with color tool is used:
i. In the Tools group, click the Fill with color tool.
ii. In the Colors group, click Color 1 and then select a color.
iii. Bring the mouse pointer onto the drawing area.
iv. Click inside the shape to fill it with the color selected.
• To save the drawing:

i. Click the Paint button, and then click the Save option.
ii. The Save As dialog box appears.
iii. Select the drive and the folder.
iv. In the Save As dialog box, select the file format you want.
v. In the File name box, type ‘Landscape’, and then click the Save button.
b. To draw an Eid Card:

• To draw the different shapes in the card, use the Shapes tool:
i. In the Shapes group, click a readymade shape.
ii. Click the down arrow under Size and select the thickness of the line.
iii. In the Colors group, click Color 1, and then click a color.
iv. Click Color 2, and then click a color to fill the shape. Click the down arrow of the Outline option
and select a line –style.
v. Click the down arrow of the Fill option and select a fill style.
vi. To draw the shape, click and drag the mouse onto the drawing area.
• To fill color in the shapes, the Fill with color tool is used:
i. In the Tools group, click the Fill with color tool.
ii. In the Colors group, click Color 1 and then select a color.
iii. Bring the mouse pointer onto the drawing area.
iv. Click inside the shape to fill it with color.
1
• To save the drawing:

i. Click the Paint button, and then click the Save option.
ii. The Save As dialog box appears.
iii. Select the drive and the folder.
iv. In the Save As dialog box, select the file format you want.
v. In the File name box, type ‘Eid Card’, and then click the Save button.
2. • Use the Pencil tool to draw a pot at the base of your rainbow.
• Use the Curve tool to draw a curved line from the edge of the pot to the other end. Click the Size button
and decide on the thickness of the line.
• Draw another curved line, slightly smaller beneath the first so it is parallel to the first line.
• Draw five more curved lines all smaller than the preceding one.
• Every rainbow has seven colours: to remember the order, remember the term ‘VIBGYOR’ which stands
for Red, Orange, Yellow, Green, Blue, Indigo, and Violet (order of colours of the rainbow in reverse). Use
the colours accordingly to colour each curved line. In order to make your work creative, add a house,
tree, fields or whatever you please to the picture.
GROUP PROJECT
Students should do the following in their respective groups.
• Use the Line tool to draw a horizon line.
• Use the Shapes group to create an uneven row of connected rectangles.
• Add some rectangles behind the first row.
• Add details, such as windows on the buildings, and triangular or rectangular roofs.
• Use other ready-made shapes to add a round Sun or lightning bolts, thereby creating a beautiful sunset
or thunder in the sky.
• Use the color tool to colour the different images in the picture.
1. a. vertical b. Quick Access c. Title d.

Minimize e. Document
2. a. F b. T c. T d.
F e. T
3. a. Vertical ruler and Horizontal ruler

b. Title bar, Ribbon, Document window, Status bar
c. To close a document window:
i. Click the File tab.
ii. The Info screen appears. Click the Close option in the left pane.
d. Minimize, Restore Down/Maximize, and Close
e. Both Word 2013 and Paint are easily available on computers at school and at home. This makes it easy to
save documents on a flash drive, and work on them somewhere else. Word 2013, like the Paint program,
allows you to create numerous documents, such as calendars and greeting cards. You can add colours,
write in a variety of fonts and sizes, and use borders in both software.
f. The correct order for creating a new Word document is given below.
• To start Word 2013, click on Start.
• Click on All Programs which is part of the drop down menu.
1
• Click on Microsoft Office 2013.

• Click on Word 2013.
• This opens the Word 2013 Start Screen.
• Click on Blank Document to open a fresh new document.
g. Anum finds it easy to keep a track of the word count in her Word document because the software keeps
track of the words used. This can be found in the status bar at the bottom of the file or on the status bar
of the review tab.
IN THE LAB
1. To write the given story:
a. Click the File tab and select New on the left pane.
b. Select a blank document. A new document window opens.
c. Type the given story.
d. To make the title italics:
i. Place the cursor to the left of the first character. Press the left mouse button and drag the mouse till
the end of the title.
ii. Release the mouse button. The selected text gets highlighted in blue.
iii. Click the Home tab. In the Font group, click on the Italics button. The title becomes italicised.
e. To save the file:
i. Click the Save button on the Quick Access Toolbar.
ii. The Save As screen appears with the Save As option selected in the left pane.
iii. In the center pane, select Computer and then click Browse.
iv. The Save As dialog box appears.
v. Select the location where you want to save the file.
vi. Type the filename ‘Unity’ and click on the Save button.
2. a. To start MS Word, click Start All Programs Microsoft Office 2013 Word 2013.
b. From the Word Start Screen, select Blank Document to create a new document.
c. A blank document appears on the screen.
d. Type the topic name in the header.
e. Write five sentences about the topic.
f. To save the document just created, follow the steps given below:
i. Click the Save button on the Quick Access Toolbar.
ii. The Save As screen appears with the Save As option selected in the left pane.
iii. In the center pane, select Computer and then click Browse.
iv. The Save As dialog box appears.
v. Select the location where you want to save the file.
vi. Type the filename and click on the Save button.
3. The environment is endangered by water contamination, pollution, and climate change. The campaign may
emphasise the need to work to preserve the planet and protect the environment by doing the following:
• Plant more trees.
• Dispose of trash responsibly.
• Recycle paper, glass, aluminium cans, and plastic.
• Pack your lunch in a reusable box.
• Use refillable glass water bottles.
• Take short showers so you save water.
1
• Turn off the taps while brushing your teeth or washing your face.
• Turn off the lights and fan when you leave the room.
• Unplug the computer and other electronic devices when not in use.
Develop an action plan to tackle these problems:
• Go to your neighbourhood park or the beach and clean up the trash.
• Organise a clean-up day at your school.
• Create posters explaining how to keep the environment clean; display them in school. Also, distribute
posters in your neighbourhood, and among family and friends.
• Plant a fruit or vegetable garden and trees in your school and neighbourhood. Ask your teachers and
parents for guidance.
This could be a more effective document than handwriting as it is possible to create an eye catching,
informative document that can then easily be printed off and distributed to a number of people or it could
be emailed to others and placed on the school website. Therefore the message can reach more people quickly.
GROUP PROJECT
Make sure the children observe the roads carefully and safely. Tell them to count how many cars or other four-
wheelers they see. Did they see any two-wheelers or any construction vehicles such as a crane? How many
wheels did the construction vehicles have? Create a list of the vehicles seen. They can make columns and divide
them by the number of wheels they had.
Divide the class into four groups. Instruct each group to choose one of the following:
• the road on a weekday morning on the way to school
• the road on a weekday afternoon returning home from school
• the roads on a weekday night when you go to the supermarket
• the roads on a Sunday afternoon
Four different lists should be created for comparison and analysis. The students should find out that at what
time of the day were there more cars on the road; were there more two-wheelers on the weekend; were there
any construction vehicles on the road at night; which vehicles were not seen on the weekend; were there more
trucks in the morning or in the afternoon. This might lead to a discussion on road safety and being safe on the
journeys to and from school.
WORKSHEET 3
1. a. Fill with color b. Eraser c. Magnifier d. Polygon Tool
2. a. New b. Open c. Save d.

Brushes tool e. Line tool f. Size button
3. a. File tab b. Title bar c. Close button d.

Minimize e. Ribbon
f. Word 2013
4. a. v. Quick Access Toolbar

b. iii. Vertical Scroll Bar
c. i. Horizontal Scroll Bar
d. ii. Horizontal Ruler
e. iv. Vertical Ruler
1
WORKSHEETS
• Worksheets have been provided for all the chapters of the course book.
• Each worksheet is of 10 marks and is recommended as a formative assessment paper.
• It is possible to use these worksheets as they are by photocopying them in magnified size (120% approx.) and
distributing to the students.
• The questions in the worksheets may also be used as samples to create your own additional worksheets.
• They are also available as printable documents in digital resources.
1
1. Form the correct words from the given jumbled words: 3 marks
a. K S E T P D O
Hint: This is a kind of computer kept on a desk.
b. N S C O I
Hint: These are the small pictures that appear on the desktop.
c. T R A S T
Hint: This is a button present at the bottom left corner of the desktop.
2. Look at the following pictures carefully and name them 3 marks
a. b. c.
3. Look at the following pictures and encircle the words in the given grid: 4 marks
(a) (b) (c) (d)
D E S K T O P T A P
C H T E J o C Z H A
I U L A P T O P J L
C J D A E C V R Y M
O U A M H T O P R T
N O J O S H L U G O
S R U D U T R H N P
1
a. O P Y P L F
Hint: It is a square-shaped storage device hardly used nowadays.
b. E K R P E A S
Hint: It is used to listen to recorded sound or music.
c. I C D E E V
Hint: It is an object used to perform a particular task.
2. Label the devices of a computer that you can see in the given picture: 3 marks
(a) (b) (c)
3. Look at the following pictures and encircle the words in the given grid: 4 marks

(a) (b) (c) (d)
H A R D D I S K S
U O N T R F S Z A
M J E T Y J S T U
O X E B I D C U A
U O C P U B O X H
S V G C L J W K A
E E P R I N T E R
1
Chapter 3 Keyboard
a. U R S C R O
Hint: It shows the position of the next letter or number to be entered.
b. S B K C A E C A P
Hint: This key erases anything typed on the left side of the cursor.
c. E T E L D E
Hint: This key erases anything typed on the right side of the cursor.
2. In the given picture of the keyboard colour: 3 marks
i. the DELETE key with Red colour

ii. the BACKSPACE key with Green colour
iii. the SPACEBAR with Yellow colour
3. Identify the pictures and encircle their names in the given grid: 4 marks
A R R O W K E Y S
L U R B W Q T U K

H T D F L K J B M
(a) (b)
C A P S L O C K X
O B M O U D R N N

U F O D E L E T E
(c) (d)
1
a. D R C O E R
Hint: It is a collection of information about a particular person or object.
b. I M A N T I N O A
Hint: It is the process of making lively cartoons as seen on television.
c. KANB
Hint: Computers help store details of people’s money accounts here.
2. Look at the pictures carefully and write the names of the activities being done by computers. 4 marks

(a) (b) (c) (d)
3. Look at the pictures and find the names of the activities in the grid given below: 3 marks

(a) (b) (c)
L A C K P P A C E
I D G B N M K I Y
D E S I G N I N G
R D E L Z T T H G
A Q L I B R A R Y
P Z X F B H M L D
H O S P I T A L Y
1
a. I B R N O B
Hint: It contains the tools you can draw with.
b. O L T O L C I E P N
Hint: It is used for free hand drawing.
c. T P I A N
Hint: It is a fun program by Microsoft used to draw and color objects.
d. M E H O
Hint: This tab contains the various tools used for drawing objects in Paint.
2. Look at the pictures carefully and name them: 2 marks

(a) (b)
3. Look at the pictures and encircle their names in the given grid: 4 marks

(a) (b) (c)
(d)
B R U S H E S T O O L
R O M I N G M D E P G
C O L O R B O X U E R
B B O N E T S O L R I
W A N D E R L U S T B
D L I N E T O O L A B
C A L C U L A T E X O
M Y N U W D T Y F T N
1
a. R S E A R E O T O L
Hint: It is used to rub out any part of the picture.
b. O G N P Y L O T O L O
Hint: It is used to make a custom shape with any number of sides.
c. G M A Y F I N
Hint: This tool is used to make something look bigger than it actually is.
2. Identify the tools given below carefully: 4 marks

(a) (b) (c) (d)]
3. Look at the pictures of the tools given below and encircle their names in the given grid: 3 marks

(a) (b) (c)
C U R V E T O O L H I
L I T E R A T U R E S
H E L L O W O R L D T
P O L Y G O N T O O L
T H I N K I N G Y M O
D I S H A P E S A T R
1
a. R B A U S A T S T
Hint: It is present at the bottom of the Word 2013 window and displays information about the current
document.
b. BAETIFL
Hint: It is located at the upper left corner of the Word 2013 window.
c. L P E H
Hint: This button assists the user in using Word.
2. Label the parts of the Word 2013 window shown in the figure given below: 4 marks
3. Look at the figures given below and encircle their names in the grid: 3 marks
(a) (b)
1
(c)
Q U I C K A C C E S S T O O L B A R
R E N D U L K A R S A C H I N K A F
T S O P E N D I A L O G B O X F R A
L A M S U N G M I C R O M A X K A N
L R F O N T G R O U P Y E A T S W B
1
WORKSHEET ANSWERS
1. a. Desktop b. Icons c. Start
2. a. Tablet b. Start button c. Desktop computer with the CPU cabinet
3. a. Icons b. Desktop c. Laptop d. Palmtop
D E S K T O P T A P
C H T E J o C Z H A
I U L A P T O P J L
C J D A E C V R Y M
O U A M H T O P R T
N O J O S H L U G O
S R U D U T R H N P

1. a. Floppy b. Speaker c. Device
2. a. USB b. Microphone c. UPS
3. a. Hard Disk b. Mouse c. CPU Box d.

Printer
H A R D D I S K S
U O N T R F S Z A
M J E T Y J S T U
O X E B I D C U A
U O C P U B O X H
S V G C L J W K A
E E P R I N T E R
1
Chapter 3 Keyboard
1. a. Cursor b. Backspace c. Delete
2. Colour the given keys in the required colours.
3. a. Arrow keys b. CAPS Lock c. Delete d. TAB
A R R O W K E Y S
L U R B W Q T U K
H T D F L K J B M
C A P S L O C K X
O B M O U D R N N
U F O D E L E T E

1. a. Record b. Animation c. Bank
2. a. Computer used in teaching b. Computer used in booking tickets
c. Computer used in making films d. Computer used in launching rockets
3. a. Designing b. Library c. Hospital
L A C K P P A C E
I D G B N M K I Y
D E S I G N I N G
R D E L Z T T H G
A Q L I B R A R Y
P Z X F B H M L D
H O S P I T A L Y

1. a. Ribbon b. Pencil Tool c. Paint d.
Home
2. a. Pencil Tool b. Save option
3. a. Line tool b. Colour box c. Brushes tool d. Ribbon
1
B R U S H E S T O O L
R O M I N G M D E P Y
C O L O R B O X U E R
B B O N E T S O L R I
W A N D E R L U S T B
D L I N E T O O L A B
C A L C U L A T E X O
M Y N U W D T Y F T N

1. a. Eraser tool b. Polygon tool c. Magnify
2. a. Fill with Color Tool b. Text Tool c. Color Picker Tool d. Select Tool
3. a. Polygon Tool b. Curve Tool c. Shapes
C U R V E T O O L H I
L I T E R A T U R E S
H E L L O W O R L D T
P O L Y G O N T O O L
T H I N K I N G Y M O
D I S H A P E S A T R

1. a. Status Bar b. FILE Tab c. Help
2. a. Ribbon b. Vertical Ruler c. Dialog Box Launcher
d. Horizontal Scroll bar
3. a. Quick Access Toolbar b. Font group c. Open Dialog box
Q U I C K A C C E S S T O O L B A R
R E N D U L K A R S A C H I N K A F
T S O P E N D I A L O G B O X F R A
L A M S U N G M I C R O M A X K A N
L R F O N T G R O U P Y E A T S W B
1
TEST PAPERS
• Test papers have been provided for all the chapters of the course book.
• Each test paper is of 10 marks.
• The test papers may be used for pen and paper assessment or the questions in them could be used to create
your own assessment papers.
• They are also available as printable documents in digital resources.
1
Test Paper 1 Chapters 1 and 2
1. Fill in the blanks with the correct words: 3 marks
a. …………………………is a computer that is smaller than a laptop, but larger than a palmtop.
b. Microphone & speakers are part of the ………………………..devices of a computer.
c. A file that is saved on the computer is stored in the……………………
2. Write T for the true statement and F for the false one: 3 marks
a. A USB is also called a flash drive.
b. Icons are the first screen that appears on the computer monitor.
c. Turning off the computer safely is known as switching down.
3. Identify the machines given below: 4 marks
(a) (b) (c) (d)
1
a. The ...................................... key is used to close a menu or a dialog box.
b. ...................................... is a machine that we use to deposit or withdraw money.
c. The ...................................... key is used to type numbers using the numeric keypad on the right side.
a. The SHIFT key is always used along with other keys.
b. In space research, computers are used for controlling the blood pressure.
c. Computers are used to print newspapers, magazines, etc.
3. a. Explain the use of computer in the following picture: 4 marks
b. Count and write the number of keys in the picture of the keyboard given below:
1
a. .................................. is a bent line or surface.
b. .................................. is a part of the Paint window that contains the tools used to draw.
c. .................................. tool is used to see a part of the drawing more closely.
a. A triangle can be drawn using the SHAPES group feature of the Paint window.
b. To start a new drawing, click the PAINT button and then click the NEW option.
c. To select any irregularly-shaped part of the drawing, click the Rectangular selection.
3. Waqas has drawn a scenery for a competition using PAINT. Name the tools he has used to draw the
scenery. Save the picture by the name ‘scenery’. 4 marks
1
Test Paper 4 Chapter 7
a. The ............................... box is a window where you select options as per your choice.
b. The ............................... button is located at the top right end of the title bar.
c. The ............................... scroll bar is used to move the text left or right.
a. We cannot check spellings and grammatical errors in the text typed in Word 2013.
b. The status bar is displayed at the top of the Word 2013.
c. The keyboard shortcut to save a document is CTRL + S.
3. Label the numbered components of the Word 2013 window given below: 4 marks
d. .....................................................
b. .....................................................
c. .....................................................
a. .....................................................
1
Test Paper Answers
Test Paper 1
1. a. Tablet b. Multimedia c. Hard disk
2. a. T b. F c. F
3. a. Hard disk b. Palmtop
c. Desktop with the CPU cabinet d. Microphone
Test Paper 2
1. a. ESC b. ATM c. NUM LOCK
2. a. T b. F c. T
3. a. Providing information about flight timings
b. One Hundred and Three
Test Paper 3
1. a. Curve b. Ribbon c. Magnifier
2. a. T b. T c. F
3.
The tools Waqas has used are: the Pencil tool, the Brushes tool, and the Fill with color tool. To save the image:
a. Click the PAINT button, then click the SAVE option.
b. In the SAVE AS dialog box type ‘scenery’ in the File name box and then click the Save button
Test Paper 4
1. a. Dialog b. Close c. Horizontal
2. a. F b. F c. T
3.
d. Document Window
b. Dialog Box Launcher
c. Vertical Ruler
a. Status Bar

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BOOK

About the Series

KEYBOARD: COMPUTER SCIENCE WITH APPLICATION SOFTWARE

COURSE FEATURES AND HIGHLIGHTS

Practice Time, Exercises, In the Lab, and Group Project

Worksheets and Assessment Papers

Each Teaching guide contains the following:

Continuous and Comprehensive Evaluation

CONTINUOUS AND COMPREHENSIVE EVALUATION (CCE)

Umm… let me see…

During Instruction (Formative Assessment)

End-of-Chapter (Summative Assessment)

3. Choose the correct option.

i. Line ii. Brush iii. Shapes iv. Magic

an inch. Font dialog box Ctrl + D

Starter images are Objects The elements you place in your

Computer Manners PROJECTS

SCHEME OF WORK AND LESSON PLAN

ESC key 0.5 • identify the ESC key.

Chapter 1 A Smart Machine

Time for each lesson: 40 minutes

Conclusion (10 minutes)

Chapter 2 Parts of a Computer

Time for each lesson: 40 minutes

Time for each lesson: 40 minutes

Explanation (25 minutes)

Conclusion (10 minutes)

Chapter 4 Uses of Computers

Time for each lesson: 40 minutes

Explanation: (25 minutes)

Chapter 5 Let’s Paint

Time for each lesson: 40 minutes

Resources: computer lab

Explanation: (25 minutes)

Conclusion: (10 minutes)

Chapter 6 Drawing in Paint

Time for each lesson: 40 minutes

Resources: computer lab

Conclusion: (10 minutes)

Chapter 7 Let’s Start Word 2013

Time for each lesson: 40 minutes

Explanation: (25 minutes)

Conclusion: (10 minutes)

ANSWER KEY TO THE COURSEBOOK

Chapter 1 A Smart Machine

4. a. pictures b. desktop c. UPS d.

6. a. iv. all of these b. ii. Personal Computer c. iii. icons

c. The following tasks can be done by computers.

d. I would like to have a desktop for the following reasons:

I would like to have a laptop for the following reasons:

I would like to have a palmtop for the following reasons:

I would like to have a tablet for the following reasons:

Advantages of Desktop PC: Disadvantages of Desktop PC:

Advantages of Desktop PC: Disadvantages of Desktop PC:

Chapter 2 Parts of a Computer

d. Speakers and headphones

e. CD, DVD, and ‘USB’

Storage Device Advantages Disadvantages

d. I would like to have a desktop for the following reasons: