CONTENTS

Introduction.............................................................v
Scheme of Work......................................................vi
Computers at a glance.............................................1
The Computer and You............................................16
Hardware.................................................................28
Software..................................................................38
Paint........................................................................48
Computer Languages...............................................58
Programming in BASIC.............................................63
Starting with LOGO..................................................71
References...............................................................80

iii
Introduction
This Teacher’s Book has been designed to facilitate the teachers in imparting computer studies to the students using the
series “Computers Made Friendly”. Being a teacher, I know how challenging this job is. While developing these Teacher’s

Know the differences between human body parts and computer parts
Books, I have kept in mind all my experiences and situations (the good ones and the not so good ones) that I encountered

Be familiar with the similarities between a human and a computer

during my teaching tenure.

Be able to relate the human functions with computer operations

I strongly believe that “Each teaching period is an enthralling challenge for the teacher, in which she teaches, she disciplines,

• Know the names and be able to identify Processing Devices

• Be able to identify commonly used hardware of computer

she manages and she smiles.” Yes! The smile is very important.

• Know what RAM means and also understand its function

Also know that a human body also works like a machine
• Know the names and be able to identify Output Devices
• Know the names and be able to identify Input Devices
The lesson plans have been designed to provide you a basic architecture of how the book should be taught. However, each

• Know the relation between hardware and software

teacher being a different individual might see it from a different perspective. It is not mandatory that you follow the lesson

Learning Outcomes
plans exactly how they are. Please use your creativity, make it adaptable with your students and give it your best 

• Know the names of commonly used software

• Understand the definition and utility of ROM

• Understand the utility of various software

Structure of the Document:

• Understand the limitations of a computer

Understand that computer is a machine
• Know the characteristics of a computer

• Understand the functions of hardware

SCHEME OF WORK – COMPUTERS MADE FRIENDLY BOOK 3
The document contains information in various forms so that you may utilise it and make your teaching most effective.

periods) • Understand the uses of computers

• Know the meaning of hardware

• Teaching Periods

• Understand what software is

• Know what the IPO Cycle is
The teaching periods refer to the periods that should be spent in the class, explaining various terms and concepts
to the students.

• Lab Periods

Computer Studies is a subject that requires hands-on experience. Lab activities have been suggested to make the
learning process interesting and enjoyable.

• Activities and Project Ideas

The Scheme of work has been designed keeping in view 3 periods per week
Certain activities, project ideas and discussion topics have been provided to the teacher so that you may use these

•
•
•
•
•
to interact with the students and inculcate knowledge in their minds.

periods)

periods)
(weeks)

period)
spread

4th (1

4th (2

6 (2

6th (1
over
Unit

th

12th

13th

14th
2nd

3rd

th

7th
th

9th
1st

11
• Beyond the book

8
th
I have added a few topics in the lesson plans; this has been done because I felt that it would be more suitable if a

Unit spread
over (days)
brief gist of certain topics is given to the students to make the teaching and learning process more effective.

10

10

11
7
• Tips and Notes:

Some tips and notes are also added in the document for extra knowledge.

Activity and
• Solution of exercises

Written
Work

4
For the ease of the teacher, the exercises mentioned in the book have been solved. However, you can use your own
answers for the questions.

• Worksheets

Periods
Lab

3
For practice of the students, worksheets have been created and added in the lesson plans of the relevant chapters.

• Resources

Teaching
Periods
I have kept the fact in consideration that the resources recommended in the lesson plans are easy to acquire. I

4
have also provided alternate solutions for resources for the teacher’s convenience.

I hope the Teacher’s Book will be helpful to you in teaching the subject to its best.
Chapter

Chapter 1

Chapter 2

Chapter 3

Chapter 4
Umbreen Mahar

iv v
 Revision 15th and
16th
Examination 17th and
18th
Chapter 5 5 3 2 10 19th • Know the utility of Paint

20th • Understand the procedure of starting Paint

21st • Be familiar with the components of a paint window

• Know that names and functions of various paint tools
22nd (1
period) • Be able to draw things using MS Paint
• Understand how to save and retrieve their drawings
• Know how to open other saved files in paint
• Understand the correct procedure of exiting Paint
nd
Chapter 6 2 1 2 5 22 (2 • Know what a program is
periods)
• Understand the term computer languages
rd
23
• Know the names of a few programming languages

vi
th
Chapter 7 3 1 2 7 24 • Know the History of BASIC

26th • Understand the utility of BASIC

27th (1 • Be aware of the important components of BASIC

period) • Know the programming instructions in BASIC
th
Chapter 8 3 1 2 6 27 (2 • Know what LOGO is
periods)
• Understand the uses of LOGO
th
28
• Know how to start LOGO
th
29 (1 • Be able to identify the components of LOGO window
period)
• Memorise the commands of LOGO
• Be able to draw figures using LOGO
Revision 29th and
30th
Examination 31st

32nd
•
•
•
•
•
•
•

classes.
Day 1
OBJECTIVE

LESSON PLAN:
1

to help us remember.”
Know what the IPO Cycle is

learnt. However, as the quote says:

Understand the uses of computers

Know the characteristics of a computer

Understand the limitations of a computer

― Vera Nazarian, The Perpetual Calendar of Inspiration

1
Know the names and be able to identify Input Devices

Know the names and be able to identify Output Devices

Know the names and be able to identify Processing Devices

Provide them a chance to recapitulate the concepts by following the methodology mentioned:
COMPUTERS AT A GLANCE

Hence, there is a major possibility that the student has forgotten parts of the concepts taught to them in previous
The only thing faster than the speed of thought is the speed of forgetfulness. Good thing we have other people
Most of the topics that will be taught in this lesson are basically recaps of the things that the students have already
Write the word COMPUTER on the board on a word web pattern. (Example given below) Do you remember the IPO cycle?

Since, this is a bit complicated topic; it is recommended that you do the recap for the students rather than asking
them what they remember.

Write the three terms on the board so that you may explain it to them.

Input Processing Output

The IPO Cycle is the basic work mechanism of a computer. First of all, we provide an input to the computer; it
processes it and then provides us an output.

Also tell them that there are certain devices that are used during the IPO cycle, they are:

• Input Devices

The devices that are used to provide data or information to the computer
COMPUTERS • Processing Devices

The devices that process the data provided

• Output Devices

The devices that show the result of the processed data

Day 2:
Today, you will teach the students in detail about input and input devices.

Input:
The word input refers to any instruction, information or data that is provided to the computer.
Input Devices:
The devices that help the computer to accept data from the user are called input devices.

There are several input devices available today which are used by people according to their needs. Give the
students a few examples of input devices, such as:
Now, ask the students to tell you what they know about the computer.
Keyboard:
They should recall that:
The students must be familiar with the keyboard.
• A computer is a machine
Remind them that a keyboard is an input device. It is a board that contains several buttons called keys. Generally,
• It works on electricity a keyboard has 104 keys.

• It is used at many places The types of keys on a keyboard are:

• We can do many tasks using the computer • Alphabet Keys:

Now, proceed further by asking the students: The ones that contain alphabets on them.

2 3
 • Numeric Keys: Day 3
The ones that have numbers printed on them Trackball
• Arrow Keys: A trackball is another input device. It looks very similar to a mouse; however, it is like a mouse turned upside down.
A trackball has a ball present in its centre which can be moved in all directions using the fingers, thumb and palm.
These keys are used to scroll the document left, right up or down. A trackball also has two buttons on it.
It would be necessary that you show an image of a trackball to the students. Images of trackball can be extracted
• Special Keys: from the following source:
These keys perform special tasks like moving to the next line, adding space between texts etc. https://www.google.com.pk/search?q=what+is+a+computer+trackball&newwindow=1&biw=1366&bih=599&
• Function Keys: source=lnms&tbm=isch&sa=X&ei=IBDmUuDwHIu8ygO1uYHIBA&ved=0CAcQ_AUoAQ
Keyboard has 12 function keys which perform various functions. An image has also been added at the end of this chapter for your reference.

Tell the students that because of all these keys, we can enter any type of data in the computer, it can comprise of Scanner
text, numbers and other symbols etc. Another input device is the Scanner. A scanner scans documents and saves them in the computer as images.
Mouse: Tell the students that if they want to put their handmade drawing or their own picture in the computer. They can
scan that page and it will appear in the computer as a file. This can now be stored in the computer and can also
After providing them a recap about the keyboard, now, do the same for the computer mouse. be sent to others through email.
A computer mouse is a smaller device than the keyboard but is very important for the computer. Webcam
A computer mouse looks like a real mouse. It has two buttons and a ball on it. The webcam is just like a digital camera. A webcam can be attached to a computer and can be used for the
following purposes:
The left mouse button is used to select and open various programs and files.
• Taking your own pictures and saving them to the computer.
The right mouse button is used to carry out multiple functions and viewing properties of the program or file. • Webcams are also used for video calls on the computer. Today, a lot of people use webcams to talk to their
friends and family who live far away.
The roller is used to scroll up and down in a document.
Microphone
A mouse is kept on the mouse pad, and when we move the mouse, a small arrow moves on the screen of the
computer, this arrow is called the mouse pointer. A microphone is a device that helps us input sound in the computer. It is a small device that looks like a mic and
can be attached to the computer. People use microphones for:
A mouse is used to provide input to the computer by selecting an item on the screen of the computer.
• Recording their sounds / songs in computer.
Joystick
• Calling their friends and family who live at far places.
The students have not learnt about a Joystick in prior. And, usually, schools do not have a joystick hence; it is
advised that you take along a picture of the joystick to the class so that you may show it to the students.
Pictures of joystick can be taken from: Day 4

https://www.google.com.pksearch?q=what+is+a+computer+joystick&newwindow=1&biw=1366&bih=599&source Today, the students will be taught about the Processing Device of a computer. The students have already learnt in
detail about this particular topic, however, providing them a recap would be useful for them for this class.
=lnms&tbm=isch&sa=X&ei=pQ3mUt_2EcbwhQfs2oDYBg&sqi=2&ved=0CAcQ_AUoAQ
The CPU:
One picture is being added at the end of the chapter for your reference.
The CPU is the central processing device of the computer. It is responsible for processing information entered by
Tell the students that a Joystick is an input device that consists of a lever placed on a base. The lever can move in us and providing us a result.
all directions.
The CPU is divided into three parts.
Like a mouse, when we move the lever of the joystick the pointer on the screen moves in the same direction. • Arithmetic Logic Unit (ALU)
• Memory Unit (MU)
• Control Unit (CU)

Each of these parts has its own function to do. Let us now study about these parts.

4 5
Arithmetic Logic Unit (ALU) Day 5
Write the words Arithmetic Logic Unit on the board. Explain each word one by one to provide the students a Output Devices:
ground for the concept.
The students must be familiar with the word output and output devices.
ARITHMETIC LOGIC UNIT
Output is the result of the data processed by the computer.
Output devices help us to see the result of the instructions given to the computer. There are many output devices,
Calculation Reasons Device some of them are:

By adding these words, it can be said that the Arithmetic Logic Unit is the part of CPU that controls all the • Monitor
calculations. It also understands the logics and makes decision.
• Printer
Give the following examples to the students:
• Plotter
• If we ask the computer to add 3 and 5, the ALU will process this data and give us answer 7.
• Speaker
• If we ask the computer which is bigger, 4 or 8? The ALU will read both numbers and decide that 8 is bigger
than 4.
Monitor:
Explain to the students that a monitor is a standard output device that shows the results of any task done on the
computer. Monitor is also one of the important parts of computer. It looks like a television and can be of several
sizes and types.

Arithmetic means calculations. Also brief them that there are several types of monitors:

Memory Unit: • Monochrome Monitor

Tell the students that the part of the CPU that stores all the data and instructions. • Coloured Monitor

When we use the input devices to communicate with the computer and provide instructions to it, the Memory • LCD Monitors
Unit (MU) stores them and then the ALU process them.
• LED Monitors
The memory unit is also called MU.
Also tell the students that a monitor is also called a Visual Display Unit because it displays things on a screen.
Control Unit: Printer:
The third part of the CPU is the control unit. Now, you will teach them about the printer, which is an output device.
This part controls all parts of the computer, such as: Tell the students that a printer is used for printing information on paper. Anything typed or drawn on a computer
• When we give an instruction to the computer through input device, it accepts the data from it. can be printed with the help of printer.

• Now, the CU sends the instruction to the memory unit or the arithmetic logic unit. Also tell them that anything printed by a printer on a paper is called “print out” or “hard copy”

• After the ALU has processed the data. The CU sends the results to the output devices. They should also be told that a printer has an on/off switch and is connected to the CPU using a cable.

• The CU also helps data to be stored on the computer through the MU. Further, add to the students’ knowledge that printers can be of a lot of shapes and sizes and can print in black and
white form as well as coloured form.
Types of Printers:
Now, explain the following types of printers to the students:
• Dot Matrix Printer
• Ink Jet Printer
• Laser Printer
6 7
Plotter: Day 7

A plotter is also an output device. It works very much like a printer. A plotter makes line drawings on paper with Characteristics of a computer:
one or more than one pins fitted in it. Ask the students: “Do you know why computers are used in so many places?” Tell them that it is because computers
There are many types of plotters such as: have made the work of humans easy. Now, tell them that a computer has the following properties:

• Drum Plotter • Computers work at a very fast speed. They can do calculations in very less time as compared to humans.

• Flatbed Plotter • Computers do not get tired; hence, you can get them to do a lot of work.

• Electrostatic Plotter • Computers do not make mistakes. If we provide them the correct data, they will always provide us correct
results.
It is recommended that you show the students an image of a plotter, images can be extracted from:
• A computer has a large storage capacity. It is very easy for a computer to recall any data that you want.
https://www.google.com.pk/search?q=plotter&newwindow=1&source=lnms&tbm=isch&sa=X&ei=syjmUrnFLcrX7
• The capacity of storage in a computer can be increased.
AaKsoDABw&ved=0CAcQ_AUoAQ&biw=1366&bih=599
• A computer does not get bored of doing the same task again and again.
An image is being added at the end of the chapter for your reference.
• A computer can be used to do many tasks. It can also perform more than one function at one time.
(A plotter is a device that is not used commonly in life. Hence, it is not necessary that the students are told in detail
about it.) Limitation of Computer:
Tell the students that although computer is very efficient and accurate machine. It still has some limitations. Such
as:
Day 6
• A computer does not have its own intelligence; hence, it cannot make decisions.
Speakers:
• If we give a wrong instruction to the computer, it will always give us a wrong answer. Hence, we need to
Like a monitor and printer, speaker is also an output device. give it right data.
Speaker produces sound. Let us say that you are watching a cartoon movie on the computer, you will be using two • Computers need electricity to work. So, if there is no electricity, we cannot work on a computer.
output devices i.e. monitor for seeing the cartoon, and speaker for listening to the cartoon movie.
• Computers need special care and dust free environment.
Also tell the students that a computer has small speakers installed in it by default. However, mostly people attach
speakers to the computer so that they can listen to the sound clearly.

Uses of a Computer IN THE LAB:

The students have already been taught about the IPO Cycle and devices related to this cycle. Now, teach them • Take the students to the computer lab and show them a video or presentation on the uses of computers
about “Uses of a Computer” in various fields.

A computer has become an essential part of our life today. It is suggested that rather than telling the students, you A few links are being provided here for the teachers’ convenience.
ask them to tell you about the various uses of a computer.
http://www.slideshare.net/swatikakade/computer-uses-in-different-areas
This can either be done by asking the students one by one to tell you one use of computer, and making a list on the
board or by providing them a worksheet to write down the uses of computers in daily life. http://www.slideshare.net/badshah77/uses-of-computer-in-various-fields-of-life?from_search=5

• Take the students to the lab; show them all the input devices, output devices and processing devices that
have been taught to them during the lesson. (If any of the devices are not present, show them images or
short videos which brief their working.)

8 9
SOLUTION OF EXERCISES f. List any two limitations of computers.
EXERCISE: i. Computers do not have their own intelligence.
1. Answer the following questions ii. Computers need a lot of care.

a. What is a computer?
A computer is an electronic device that can do many things quickly and accurately. 2. Write the differences between the following:
a. Input and Output

b. Name the three basic functions that a computer performs. S. No Input Output
1 The data provided to computer The result of work done
The three basic functions of a computer are:
is input. by the computer is
i. Input called output.
ii. Processing b. Arithmetic Logic Unit and Control Unit
iii. Output S. No Arithmetic Logic Unit Control Unit
1 The Arithmetic Logic Unit does The control unit con-
arithmetic calculations. trols the processes of a
c. What are the three parts of CPU? What functions do they perform? computer.
The three main parts of CPU are:
3. Write True or False.
i. Arithmetic Logic Unit:
a. True
The ALU performs all the arithmetic operations and makes decisions.
b. False
c. True
ii. Control Unit: d. False
The CU controls all the operations.
e. False

iii. Memory Unit:

The MU stores all the data and information before sending it to the ALU. It also stores data
before passing it to the output devices.

d. Name any three places where you can find computers. Briefly discuss the work that computers are
used to perform in these places.
i. Computers are used in shops to make bills.
ii. Computers are used at railway stations to book tickets.
iii. Computers are used in schools for teaching.

e. Discuss any two characteristics of a computer?

The two characteristics of computer are:
i. It can work at very fast speed.
ii. It can store large amount of data

10 11
WORKSHEET:
Trackball
Name: __________________________ Class: __________________________

Make a list of at least 10 different places in your area where computers are being used.

1. ________________________________________________________

2. ________________________________________________________

3. ________________________________________________________

4. ________________________________________________________

5. ________________________________________________________

6. ________________________________________________________

7. ________________________________________________________

8. ________________________________________________________

9. ________________________________________________________

10. ________________________________________________________

Make a diagram of the IPO Cycle

PLOTTER Joystick
 2 THE COMPUTER AND YOU Write the word INPUT FUNCTION on the board. Divide the board further into two columns (example given below)

COMPUTER
INPUT FUNCTION
HUMAN

OBJECTIVE
• Understand that computer is a machine
• Also know that a human body also works like a machine
• Be able to relate the human functions with computer operations
• Be familiar with the similarities between a human and a computer Now, tell the students that we are going to make a list of parts that perform the input function in a computer and
• Know the differences between human body parts and computer parts in a human body.

First, fill the column of input devices of a computer

LESSON PLAN:
INPUT FUNCTION
Day 1 COMPUTER HUMAN
Initiate the lesson by asking the students, what is a computer? Keyboard
They should come up with the answer, it is a machine.
Now, explain it to the students, that our body is also a wonderful machine. It has many parts which do their own Mouse
function and make our body work properly.
Make the concept clearer by showing the students a poster or picture of the human body.
Joystick
(Image can be taken from the internet; one is being added in this guide at the end of this chapter)
Instruct the students that they should tell the name of the part of the body that you touch on the poster / picture
and also tell its function. Trackball
Start pointing at one body part each and let the students respond to it by naming the body part and telling you
what it does.
Now, show them a picture of a computer. Scanner

(Image can be taken from the internet; one is being added in this guide at the end of this chapter)
Give the children similar instructions about this poster / picture as given for identification of parts of human body.
With the help of the picture, let the students identify the parts of computer shown in the poster.
As you write each name, ask one of the students to explain what it is. They have thorough knowledge of the
The above exercise will provide them a clear concept that the human body and the computer have several smaller devices as they have recently learnt about them.
parts which work together to make the human body or the computer function properly.
Now, once you have reinforced the names and functions of the input devices. Proceed further with the parts that
Proceed with your lesson by asking them; what are the three basic functions that a computer performs? are used as input devices in our body.
The answers should be:
• Input
• Processing
• Output
Remind them that each of the above process is carried out by some parts or devices of the computer. In the same
way, our human body has some parts which perform the similar function.
16 17
The list is mentioned below • Our Skin feels touch and sends the input to?

INPUT FUNCTION The students should answer: Our Brain

COMPUTER HUMAN The answer to all the questions mentioned above is the same, our brain. Ask the students, which part of the
Keyboard Eyes - Our eyes provide input by seeing. computer is called its brain?
Whatever we see is sent to the brain as input.
The answer to this is THE CPU.
Mouse Now, relate both the question sessions and tell the students that the processing function is carried out in our body
Ears – Our ears listen to instructions and provide by the brain and in the computer by the CPU.
it to our brain as input
Joystick Hence, the brain and the CPU are similar to each other as they receive input from various parts and then process
it.
Nose – Our nose smells things and provides
Other similarities between a brain and a CPU are:
input to the brain
Trackball
• Both store information.

Tongue – Our Tongue provides input by tasting. • Both process input.

Scanner
• If a CPU stops working, the computer cannot function. And similarly, if a brain stops working the human
body cannot function.
Skin – Out skin feels touch and provides the
input to the brain.

After the completion of the entire task mentioned above, the students will have a clear idea on the input function Output function:
of our body and the computer.
After learning about the input and the processing function, the students need to learn about the output function
of the human body.

Day 2 You will use the same methodology for this as used for the input function.

The main task of providing the students with an opportunity to relate the human body and the computer has Write the word OUTPUT FUNCTION on the board. Divide the board further into two columns (example given
already been done in the previous class. Today, you will carry forward the concept by relating the processing and below)
the output function of the human body and the computer.
OUTPUT FUNCTION
Start the lesson by writing the word PROCESSING on the board. COMPUTER HUMAN
Now, ask the students the following questions:

• Our eyes see things and send the input to?

The students should answer: Our Brain

• Our nose smells things and sends the input to?

The students should answer: Our Brain

Now, tell the students that we are going to make a list of parts that perform the output function in a computer
• Our ears listen to instructions and pass them on to? and in a human body.
The students should answer: Our Brain

• Our tongue tastes things and tells?

The students should answer: Our Brain

18 19
First, fill the column of output devices of a computer Now, tell the students that the human body and the computers have many similarities. However, they have several
differences as well.
OUTPUT FUNCTION
As practiced earlier, divide the board into two columns, naming one HUMANS and the other COMPUTERS.
COMPUTER HUMAN
Monitor Now, one by one, tell the students about differences between humans and computer:

HUMANS COMPUTERS
Printer Humans work at a slow speed. Computers work at a fast speed.
Humans can get tired after working for some Computers never get tired.
time.
Speakers Humans can make mistakes in calculations. Computers cannot make mistakes in calculations.
Humans can think, they have their own Computers cannot think, they have to be
intelligence. instructed what to do.
As you write each name, ask one of the students to explain what it is. They have thorough knowledge of the Humans are flexible. They can change according Computers are inflexible.
devices as they have recently learnt about them. to their needs.
Humans can take care of themselves. Computers cannot take care of themselves
Now, once you have reinforced the names and functions of the output devices. Proceed further with the parts
Humans can feel happy and sad. Computers cannot feel anything.
that are used as input devices in our body.
There can be several other points that you can mention in your lecture to differentiate between humans and
The list is mentioned below
computers.
OUTPUT FUNCTION
COMPUTER HUMAN
IN THE LAB:
Monitor Face – The face is just like a monitor. It shows
the results by expressions. Take the students to the lab. Show them the input, processing and output devices present in the lab. Divide the
students into 2 groups and have a discussion in which Group A tells that computers are better than humans, and
Printer Hands – Like a printer can print on a paper. group B expresses that humans are better than computers.
Hands give output by writing things on paper.

Speakers Mouth – The mouth gives output by speaking. SOLUTION OF EXERCISES

EXERCISE:

By the conclusion of today’s lesson, the students must have a clear understanding of the relationship between a 1. Answer the following
computer and a human body. a. Name the three basic functions which are common between man and computer.
The common functions between human and computer are:
Day 3 i. Input
The students have already been taught about the similarities between a computer and a human body. Today, you ii. Processing
will be telling them about the differences between a computer and a human body.
iii. Output
Start off the lesson by circulating the spot the difference activity page given at the end of the chapter.

(You can also choose your own spot the difference sheets from the internet.) b. Write four things that make a computer different from your body.
i. A computer does not get tired.
Ask the students to look carefully at the pictures and spot 5 differences in them.
ii. A computer does not need food.
Once they have completed the task, explain it to the students that although both the pictures looked very similar,
they were still different from each other. iii. A computer cannot think
iv. A computer cannot take care of itself.
20 21
 c. How can you say your eyes work like an input device? WORKSHEET:
Our eyes work like an input device because they see things and send the data to our brain. Just like
input devices send information to the CPU. Name: __________________________ Class: __________________________

Who is better in your opinion? Computer or Human? Give 5 points to support your answer.
2. Fill in the blanks

a. Input ________________________________ is better.

b. Body parts 1. ____________________________________________________________
c. Brain 2. ____________________________________________________________
d. Mouth and hands 3. ____________________________________________________________
e. Seeing things 4. ____________________________________________________________
5. ____________________________________________________________
3. Draw lines to match the following parts

Join the dots and colour the picture.

INPUT
DEVICE

PROCESSING
DEVICE

OUTPUT
DEVICE

22
WORKSHEET: WORKSHEET:
Name: __________________________ Class: __________________________
Name: __________________________ Class: __________________________

Spot 5 Differences.
Name the parts of the body:
 3 HARDWARE Mouse:
In the same manner, ask the students what they know about a mouse. Let them express the information they have
about this device.
• A mouse is an input device.
OBJECTIVE • It has 2 buttons on it.

• Know the meaning of hardware • It also has a roller on it.

• Be able to identify commonly used hardware of computer • When we move a mouse on a mouse pad a pointer moves on the screen.

• Understand the functions of hardware • We can give input to the computer by clicking options on the screen.

• Know what RAM means and also understand its function Monitor:

• Understand the definition and utility of ROM The students already know about the monitor as well. Refresh their memories by asking them what is a monitor?
• A monitor is an output device.

LESSON PLAN: • It looks like a television.

Day 1 • Monitors can be of different shapes, types and sizes.

The students already have reasonable knowledge of how the computer works. • It is also called VDU.

They also know that a computer is made of several parts and all these parts have their own function.

Now, you will expand the horizon of their information by introducing them to a new terminology related to Day 2
computers. Continuing the concept being taught yesterday, start the lesson by providing a short recap of the definition of
Write the word HARDWARE on the board and tell the students that all the physical parts of a computer are called hardware.
Hardware. Now, proceed with the list of hardware that needs to be told to the students. Follow the same methodology that
Tell them a few features of hardware, such as: was used in the previous lesson, i.e. let the students share their knowledge with you.

1. Hardware can be seen and touched. Printer:

2. Hardware can be input, output or processing devices. The students should be able to tell that:

3. Hardware is usually connected to the computer using cables and wires. • A printer is hardware and an output device.

Now, give them a few examples of hardware, such as: • It prints the output on a paper.

• Printers can be of several shapes, types and sizes.

Keyboard: Speakers:

The students have already learnt a lot about the keyboard. Hence, it is not necessary / recommended that you Speakers are also hardware that can be attached to the computer to listen to the sound being played on the
utilise a lot of time on this. computer.

Ask them what a keyboard is? Let the students share their knowledge with you. It should be: System Unit:

• A keyboard is an input device. A System Unit is a new word for the students. Hence, you will have to thoroughly explain them about this hardware.

• It has many keys on it. Show them a picture of the system unit. (An image has been added at the end of this chapter)

• Each key represents a character or a function. And ask them what it is? The students will tell you that it is a CPU. Tell them that the actual name of the box is
system unit.
28 29
Further tell them, that this box contains the CPU and all other smaller hardware that help the computer in A floppy is also called 3 ½ inch drive and can store up to 1.44 MB data.
functioning.
CD:
CPU:
A CD is also a removable storage device. It is round in shape and can be used by inserting it into a CD drive.
Again, the CPU is not a new thing for the students. Ask the students what they know about a CPU?
A CD can store up to 600MB data which is a lot more than a floppy.
Let them tell you that:
DVD:
• CPU is the short form of Central Processing Unit.
A DVD looks just like a CD but has more storage capacity in it. It can store data in gigabytes.
• It is the brain of the computer.
A computer will only play a DVD if it has a DVD drive in it.
• It carries out all the processing done by a computer.
Conclude your lesson by telling the students that by today, they have learnt about most of the hardware that is
used by the computer for input, output and processing function. Day 4
Also tell them that tomorrow, you will teach them about some other hardware which perform different functions. USB Flash Drive:
A USB flash drive is also a portable storage medium. It can store a large amount of data; hence, it is very commonly
used to transfer data from one computer to another.
Day 3:
USB flash drives are also called Pen Drives or Thumb drives because of their small size.
Today, the students will be taught about the type of hardware which is used to store information.
RAM:
Initiate your lesson by asking the students:
The full form of RAM is Random Access Memory. The RAM is also a storage device but it only stores the data
Do you know that the computer can store data?
temporarily.
The students should respond in affirmation.
Any data that is waiting to be processed it stored in the RAM. As soon as you turn off the computer, all the data
Now, ask them: on the RAM gets deleted.

Do you know where the computer stores the data? ROM:

Tell them that the computer has some hardware which store data. These are called storage devices. The full form of ROM is Read Only Memory. It is a hardware that is present inside the system unit. The ROM is a
permanent storage device which stores information about all the hardware that is attached to the computer.
Storage Device:
MODEM:
You can define a storage device to the students as a device that can store data. Further tell them that there are
two types of storage devices: A modem is a hardware that connects the computer to other computers using internet.

• Fixed storage devices. Modems usually require a telephone line to connect the computer to the internet.

• Removable storage devices. The students have now learnt about all the commonly used hardware. You can add other hardware to your lecture
if you feel it is necessary for the students.
Now, one by one, introduce the students to the storage devices commonly used.
IN THE LAB:
Hard Disk:
• Take the students to the lab. Show them the hardware present in the computer lab. If possible, show them
A hard disk is a storage device that is fixed inside the system unit. It has a large capacity of storing data and dismantled processor, modem, RAM etc so that the students can gain visual experience.
information.
• Take the students to the lab. Show them a presentation on various hardware of a computer.
It is a very reliable device and can store data for long periods of time.
A link is being mentioned for the teacher’s convenience.
Floppy:
A floppy disk is one of the oldest storage devices. A floppy disk can be used to transfer data from one computer to
another because it is not fixed in the computer.
30 31
http://www.google.com.pk/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=3&cad=rja&ved=0CC8QFjAC&url 3. Write the full form of:

=http%3A%2F%2Fwww.uen.org%2FLessonplan%2FdownloadFile.cgi%3Ffile%3D21672-3-28173-CTE_I_ a. VDU: Visual Display Unit

Computer_Parts.ppt%26filename%3DCTE_I_Computer_Parts.ppt&ei=-2DqUrzoNqKL4AT7yYGoAQ&usg=AFQjCN
HaVbvRjoC9AAYvdVze0mtEpbw1Ig&bvm=bv.60444564,d.bGE b. RAM: Random Access Memory

c. ROM Read Only Memory

SOLUTION OF EXERCISES
EXERCISE: 4. Write the names of three hardware components in each category:

1. Answer the following Input Devices Output Devices Storage Devices

Keyboard Monitor Floppy Disk
a. What is hardware? Give any two examples.
Mouse Speaker Compact Disk
All the parts of a computer which can be seen and touched are called hardware. For example, Scanner Printer USB Flash Drive
monitor and keyboard.

b. What are floppies and CDs used for?

Floppy disks and Compact disks are used for storing information.

c. What is modem used for?

A modem connects a computer to other computers using a telephone line.

d. What is a program?

A program is a set of instructions that helps the computer to do a task.

e. Define CPU.

CPU is Central Processing Unit. It is the brain of the computer that performs all the processes of a
computer.

2. Fill in the blanks.

a. Hardware

b. System Unit

c. System Unit

d. Pen drive

e. Gigabytes

32 33
WORKSHEET: WORKSHEET:

Name: __________________________ Class: __________________________ Name: __________________________ Class: __________________________

Collect information about various storage devices. Make a table showing the important Write down the function of each of the following hardware:
feature of these devices:
1. Keyboard ____________________________________________________

2. Monitor ____________________________________________________
Storage Device Features
3. Mouse ____________________________________________________

4. CPU ____________________________________________________

5. Speakers ____________________________________________________
6. DVD ____________________________________________________

7. USB ____________________________________________________

8. RAM ____________________________________________________

9. ROM ____________________________________________________

10. ROM ____________________________________________________

Match the hardware with its name:

Give full forms of:

1. CD ________________________________________________________

2. USB ________________________________________________________

3. DVD ________________________________________________________
WORKSHEET:
SYSTEM UNIT
Name: __________________________ Class: __________________________
 4 SOFTWARE
PROGRAM
SOFTWARE

PROGRAM PROGRAM

OBJECTIVE INSTRUCTION INSTRUCTION INSTRUCTION INSTRUCTION INSTRUCTION INSTRUCTION

• Understand what software is
From the diagram above, you can easily term the entire concept as:
• Know the relation between hardware and software
• More than one instruction combined together make a program
• Know the names of commonly used software
• More than one program combined together make a software
• Understand the utility of various software
Tell the students that there are several software available which can be used for various tasks.

LESSON PLAN:
Day 2:
Day 1
(Although, the book does not contain information about system software, however, it is strongly recommended
The students have been taught thoroughly about hardware. In this lesson they will learn about software. that you tell the students about System Software.)
Initiate your lesson by asking the students: Categories of Software
Do you know how to make a fruit salad? (You can change the question if you wish) Start your lesson by telling the students that there are numerous types of software which are used for various
purposes. However, the two main categories of software are:
Now, with the help of the students, write down the steps involved in this process.
• System software
• Take some different fruits
• Application software
• Wash them and peel them (if required)
System Software:
• Cut them into small pieces
System software basically comprises of the operating system and other programs that enable the computer to
• Mix them together, now add sugar to it function.
• The fruit salad is ready Tell the students that when they start the computer, they must have seen a windows logo on it before it starts,
Now, introduce them to the concept that every task that we do needs a set of instructions. If we do follow the the windows is basically an operating system.
instructions properly, we can do the work correctly. The function of an operating system or system software is to manage and control all the processes happening in
In the same way, a computer and its hardware cannot work alone. They need a set of instructions which tells the computer.
them what to do? Introduce them to the term “Program” Also tell them that there are many operating systems available.
A program is a set of instructions, written in correct order for the computer to do a task. Application Software:
A program is like a recipe, if the computer follows the program step by step, it will be able to work properly and Application software is a type of software that can do a specific type of work.
give correct results.
Give examples to the students that like a pencil is used to write on paper, a ruler is used to measure things, a
Further, tell them, that a group of programs which collectively provide instructions to the computer and enable calculator is used to do calculations, application software are used to do their own type of work.
it to work properly is called Software.

It would be ideal if you draw the following diagram on the board so that the students may understand the con-
cept clearly.

38 39
Now, proceed further by naming a few application software to the students: The most common word processors are:

• Design Software • MS Word

• Word Processors • Word pad

• Web Browsers • Note pad

• Spreadsheets Web Browsers:

• Presentation Software Since, the students of this class are very young, it is not necessary that all of them are familiar with the word
internet.
• Database Managers
Tell them that internet is a global network which connects millions of computers. It has a lot of information on it
• Educational Software which can be used by anyone.
The names mentioned above might sound difficult to the students; hence, it is recommended that you make Explain to the students that if we want to use the internet, we will use a special application software called
them repeat the words a few times in the class. “Web browsers”
Design Software: The web browsers help us in viewing information on various websites.
Ask the students, who knows how to draw an apple on the paper? Tell the students that there are several web browsers such as:
All of them should raise their hands. • Internet Explorer
Now, ask them, who will draw an apple on the board? • Google Chrome
Ask one of them to do this. • Apple Safari
Now, proceed further by telling the students that we can also make drawings on a computer. • Mozilla Firefox
The software that helps us to do this are called Design Software. Spreadsheet:
The most commonly used design software by children is MS Paint. A spreadsheet is the name given to a type of software that is used for calculations and accounting.

Spreadsheets are used by people who have to do complicated and difficult calculations. The other use of
spreadsheet is to record data in a table form.
Day 3
Word Processors: The commonly used spreadsheets are:
• MS Excel
Ask the students, if they have ever written a letter or an application. They will all reply in affirmation.
• Lotus 123
Now, further inquire from them, what did they use to write the letter? The possible answers are:

• Paper Day 4

• Pencil Presentation Software:

Tell the students, that we can write letters, applications and several other documents on the computer using a The students have already seen a few presentations that you showed them in the computer lab. Hence,
type of application software called Word processors. explaining them about presentation software would be easier for you.

Word processors help us in processing words, which means we can type, edit and delete words and create a Remind the students about the presentations and now tell them that Presentation software helps us to
document. create and view presentations. These presentations are usually comprised of slides which contain text,
graphics, animations and sounds.
This document can be saved in the computer and can be seen again whenever required.
The benefit of presentation software is that is makes the information look interesting.

A few commonly used presentation software are:

40 41
 • MS PowerPoint • Take the students to the lab; show them a presentation or a video on commonly used hardware and
• LibreOffice software.

• Impress A few links are being given here for the teacher’s convenience:

Database Managers: http://www.slideshare.net/ritaester/computer-software-2926087?from_search=10

Ask the students; what is data? http://www.slideshare.net/lance1212/computer-software-lance

They would tell you that Data is information.

Now tell them that Database is a collection of information which is sorted according to categories. SOLUTION OF EXERCISES

Give them an example that a telephone directory contains the telephone numbers of people. But it does not EXERCISE:
contain any other information like the colour of houses or the number of people living in each house. 1. Fill in the blanks
Hence, a telephone directory can be an example of a data base. a. Program

In the same way, the attendance register of their class contains their names, but not the details of their b. Software
favourite food or colour. c. Paint
By the above two examples, the students should have a clear idea about databases. d. Word Processors
Now, proceed further by telling them that there are some applications which are used to create and manage e. Internet
databases. These are called database managers.
f. Spreadsheets
A few examples of database managers are: g. PowerPoint and LibreOffice
• Microsoft Access h. Educational
• FilePro Maker

Educational Software: 2. State whether True or False

The students have already learnt in previous lessons that a computer is used in almost all fields of life today. a. False
They are aware that computers are also used in the field of education. b. True
Tell the students that there are several software available which can help students in studying. These software c. True
are called educational software.
d. True
There are many educational software on almost all subjects. A few names of educational software are: e. False
• Dictionary Software

• Encarta – Encyclopedia 3. Answer the following questions

IN THE LAB a. What is a program?

• Take the students to the lab. Give them a brief overview of a few application software. Also ask them to A program is a set of instructions given to the computer.
write the names of at least 10 software installed in the computer.

• Take the students to the computer lab, allow them to open the following software and do the tasks ac- b. Define Software. Name a few commonly used software
cordingly:
Software is a set of programs that helps the computer to do tasks.
o Open MS Word, type your name, your class and the name of your school. The names of commonly used software are:
o Open MS Paint. Draw a smiling face on it. i. MS Word
o Open MS Excel. Make a list of your friends’ marks in the last computer test. ii. MS Paint
42 43
c. What is Paint? Also tell its uses. WORKSHEET:
Paint is a design software which is used to draw pictures on the computer.
Name: __________________________ Class: __________________________

d. What do you understand by Word Processors? Write two examples for each type of software mentioned below:
Word processors are software that helps us to create, edit and modify word documents. System software

1. ____________________________________________________________________
e. What is the use of spreadsheet?
2. ____________________________________________________________________
A spreadsheet is used to difficult calculations and accounting. We can also use spreadsheet to
record data in tabular form.
Design Software

1. ____________________________________________________________________
f. Write a short note on Database Managers.

Database manager is an application software which is used to create and manage database. This 2. ____________________________________________________________________
application is very useful in storing large amounts of data in a computer as it can be managed
very easily and quickly. Word Processors

1. ____________________________________________________________________

2. ____________________________________________________________________

Educational Software

1. ____________________________________________________________________

2. ____________________________________________________________________

Presentation Software
1. ____________________________________________________________________

2. ____________________________________________________________________

44
WORKSHEET: WORKSHEET:
Name: __________________________ Class: __________________________ Name: __________________________ Class: __________________________

From the words given in the box, identify the hardware and software. Make a list of 10 commonly used software and their function.

Monitor MS Word MS Paint Keyboard Windows S. No Name of Software Uses

1
Speakers Scanner Internet Explorer MS Excel CPU
System Unit Database Manager PowerPoint
2

HARDWARE SOFTWARE
3

10
 5 PAINT Before understanding how paint works, the students need to be told how to start this program.

Starting Paint
Like switching on a computer, there are some steps that need to be followed to open MS Paint. These are:

• Click the start button on the desktop

OBJECTIVE
• Go to All programs in the Start menu
• Know the utility of Paint
• From the programs list, click Accessories.
• Understand the procedure of starting Paint
• Now, click Paint.
• Be familiar with the components of a paint window
This will open the program and you will see the MS Paint window.
• Know that names and functions of various paint tools
(Telling this to the students verbally will not be as effective as showing it to them. However, for the time being,
• Be able to draw things using MS Paint you can use the images in the book to give an idea to the students)
• Understand how to save and retrieve their drawings
• Know how to open other saved files in paint Day 2
• Understand the correct procedure of exiting Paint (It is suggested that a screenshot of the paint window is printed and taken to the class. This will help you in making
the students understand the components of the Paint Window. A screenshot is also being added at the end of this
chapter)
LESSON PLAN: The Paint Window:
Day 1 When we open MS Paint, the first screen that we see is the MS Paint Window. The window comprises of the
Today, you will be teaching one of the most interesting topics for the students of this class. following important components:

Start the lesson by providing blank papers to each student. Let them think and be intrigued about what you want Title Bar:
them to do with the paper. The title bar is a long horizontal bar present on the top of the paint window. The title bar displays the name of the
Tell the students that they have to make a drawing of their choice in 15 minutes. program (Paint) along with the name of the file.

Let them draw whatever they wish to. The title bar also has three buttons on it, which are:

Now, with the help of the students, make a list of things that were used to make the drawing. The possible items • Minimize Button
in the list would be: Tell the students that the minimize button makes the window small. When you press the minimize button,
• Paper the window becomes a small icon on the task bar.

• Pencil

• Eraser • Maximize Button

• Ruler The maximize button is also called the restore button. It makes the size of the window smaller and larger
when pressed.
• Colours

Now, start your explanation by telling them, that they can even make drawings on the computer with the help of
a program called MS Paint. • Close Button

Brief it to them that MS Paint is a software that is present in the computer by default. It has several tools which The close button is used when you want to close the window.
can be used to make drawings.

48 49
 It is recommended that you only explain the tools in the class. And tell them about the steps of using each tool
later in the lab.
You can also refer to the images given in the book to make the students understand the concept Line tool:
better.
The line tool is used to draw straight lines on the drawing board. We can use the line tool if we have to make a
Menu Bar: straight side of any object.
The Menu Bar is present just below the title bar. It is called the menu bar because it has several menus on it. Rectangle Tool:
When you click any of these menus, a list is shown; this is called a drop down list. The rectangle tool is used to make rectangles.
It is recommended that you utilise a lab period and tell the students about the options available in the menu bar. Tell the students that this tool can make different types of rectangles, and can also be used to draw squares.
Teaching them in the class would not be advisable as the students will not be able to comprehend the concept
very well. Rounded Rectangle Tool:

Drawing Board: The rounded rectangle tool is used to draw rectangles with round corners.

The blank white space in the centre of the MS Paint window is called Drawing Board. Ellipse Tool:

Tell the students that the drawing board is just used like a drawing paper. You can draw pictures in this area. The Ellipse tool is used to draw circle and oval shapes.

Scroll Bars: Tell the students that this tool helps us to draw different types of circles and ovals.

Tell the students that the meaning of scroll is to move. There are two scroll bars in the paint window. Polygon Tool:

• Horizontal Scroll Bar: The tools taught up till now were used to make simple figures that are well known to the students. However, the
students might now know what a Polygon is.
The Horizontal scroll bar moves left and right. If the drawing is very big, you can use the horizontal scroll
bar to see the unseen part of the picture Tell them that a polygon is a closed figure with at least three sides.

• Vertical Scroll Bar: (You can easily draw a few polygons or download an image from the internet displaying polygons. An image has
been added at the end of this chapter for the teacher’s convenience)
The Vertical scroll bar moves up and down. So, you can use it to see the unseen part of a picture by
scrolling up or down. Show the students the picture of polygons so that they may understand the meaning of Polygon and the polygon
tool.
Tool Box:
Curve Tool
The tool box is a vertical area at the left of the Paint window. It is called tool box because it has many tools on it.
These tools can be used to make drawings and colour them. The curve tool is very similar to the line tool. However, it draws curved lines unlike the line tool which always
draws straight lines.
Colour Box:
Pencil Tool
The colour box is present at the bottom of the Paint Window. The colour box is just like a colouring pencil box.
The pencil tool works like a real pencil. It is used for free hand drawing.
Tell the students that they can change the colour of any object on the drawing.
Brush Tool
The brush tool is similar to a real life Paint brush or a pencil. It is used to draw freehand drawing. The difference
Day 3 is that the brush tool gives us option of choosing the size of the brush.
You have already briefed the students about the main components of a Paint window. Now, you will teach the
children about various tools available in the tool box.
Note for the Teacher:
Although, the book contains step by step description of how to use each tool, however, it is not advised that you
tell the students about these steps as the students will not be able to comprehend the concept clearly.

50 51
 Day 4 Day 5:
The students have already learnt about 8 tools in the last lesson. Today, they would be taught about the remaining Now, since you have already taught the students about the tools of Paint. Now, you need to tell them how to
8 tools of paint. create, open and save their files in Paint.

Start your lesson by providing the students a recap of the tools taught earlier. Saving Work in Paint:
Now, proceed further and tell them about the following tools: Tell the students that when they have completed their drawing. They can save it to view it later on.

Airbrush Tool: To save a file, these steps need to be followed:

The students must have seen a spray paint can. An airbrush tool is very similar to a spray paint. When we use the • Go to the “File” menu from the top of the MS Paint Window.
airbrush tool, it sprays colour on the drawing.
• Select the “Save as” option.
Fill Colour Tool:
• Give a name to the file and then press the “save” button.
The Fill Colour tool is used to fill colour in a closed figure. This tool is very helpful as it colours a whole figure with
just one click. Your drawing will be saved in the computer and you can view it later.

Text Tool: Opening a Saved Drawing:

Tell the students that the text tool helps us to add text in a drawing. Give them an example that if they want to Tell the students that if they want to view a drawing in paint. They need to follow the steps mentioned below:
write their name on the drawing or put a heading on it. They can do this by using the text tool. • Click on the “File” menu from the menu bar.
Pick Colour Tool: • Select the “Open” option from the dropdown list.
The Pick Colour Tool is used to copy a colour from one part of the drawing to the other part. • A dialogue box will appear.
Eraser Tool: • Choose the file that you want to open and click “Open” button.
An eraser tool works very similar to the real eraser. If we make mistakes, we can erase them using this tool. • The file will immediately open in Paint.
Also tell them that we can change the size of the eraser as needed. Closing Paint:
Select Tool Tell the students that like switching off a computer, you also need to close MS Paint properly.
The select tool selects a rectangular area of the drawing. The selected area can be copied and pasted to another This is done by clicking the Close button on the top right corner of the paint window.
place or even deleted.
IN THE LAB
Free Form Select Tool
• Take the students to the lab and:
The Free form select tool is used in the same manner as the select tool. The only difference is that we can select
any shape of area from the drawing and edit or delete it. o Demonstrate to them how MS Paint is started.

Magnifier Tool o Show them the parts of MS Paint window and its components.

The magnifier tool works like a magnifying glass. It makes the drawing look bigger. We can make the drawing 2 o Show them how to use the tools already taught to them.
times, 6 times or 8 times bigger than the actual size. o Make sure that you tell them about the options that each tool provides, such as.
 a rectangle tool can be used to make square shapes by pressing and holding the shift key
 an ellipse tool can be used to make circles by pressing and holding the shift key
 The colours and types of shapes created by both these tools can be chosen from the given
options.
 The size of brush tool, airbrush tool and eraser can be changed.
o Also tell them how to open, save and retrieve files in Paint.
52 53
 • Take the students to the lab. And ask them to do the activity mentioned on page 45. This would take at 2. Fill in the blanks
least 2 days for them to make 4 figures and they would require your constant help on using tools.
a. Title bar

b. Airbrush
SOLUTION OF EXERCISES
c. Rectangle
EXERCISE:
d. Colour box
1. Answer the following questions
e. Eraser
a. What is Paint?
f. Left
Paint is a software that can be used to draw pictures on the computer.
g. Pencil

h. Polygon
b. What can you do with the help of scroll bars?

We can see the unseen part of a picture by using the scroll bars.
3. Start True or False.

a. True
c. Where can you draw the pictures?
b. False
We can draw the pictures on the drawing board.
c. False

d. False
d. How can you make a drawing look bigger on the screen?
e. True
We can make the drawing look bigger on the screen by using the magnifying tool.

4. Name the following tools:

e. What will happen if you click the Fill Colour option in a figure which is not closed?
a. Free form select tool
If we click the Fill Colour option in a figure which is not closed, the colour will spill on the whole
drawing. b. Line tool
c. Rectangle tool

f. Write the steps to save your drawing. d. Polygon tool

Following are the steps used to save a drawing: e. Fill colour tool

i. Click on the file option in the menu bar.

ii. Click on the Save as option in the menu.

iii. Type a name for the file in the dialogue box.

iv. Click the save button.

54 55
MS-PAINT WINDOW
 6 COMPUTER LANGUAGES are certain rules that are to be followed while writing instructions or commands.

Now, proceed further with explaining them basic terminologies related to computer languages.

Commands:
The instructions given to a computer in a proper way so that the computer can understand them are called
OBJECTIVE commands.
• Know what a program is Program:
• Understand the term computer languages A computer program is a set of commands which is written in proper order so that the computer can follow them
and give us results.
• Know the names of a few programming languages
Programming Languages:
The languages that are used to write various computer programs are called Programming languages.
LESSON PLAN:
Tell the students that not everyone can write a program. It is necessary that a person learns how to write in the
Day 1 language that is understandable for the computer.
Do a small activity in the class. Also tell them that the people who know how to use programming languages are called Programmers.
Ask one student to come in front of the class and give him a small word or sentence written on a piece of paper. Day 2
Tell the students that the volunteer student will act and the others need to guess what the word on the paper is? The students have already learnt the basic terms related to programming languages. Today, you will brief them
At the end of the activity, tell the students that language helps us to communicate easily. Highlight the fact that it about a few commonly used programming languages:
took all of them a few minutes to guess a word and it would have not taken so much time if the child directly told LOGO:
the class what was written on the piece of paper.
LOGO is a short form or abbreviation of Logic Oriented Graphic Oriented. This is a very simple programming
Now, carry forward the concept by showing them the following image: language and is usually used for teaching purposes.
BASIC:
The full form of BASIC is Beginners All Purpose Symbolic Instruction Code.

This is a language that is taught to somebody who is a beginner in the field of programming.
It is quite simple and easy to understand.

COBOL:
COBOL stands for Common Business Oriented Language. This language is used to write programs which are related
to businesses.
FORTRAN:

Ask them if they can guess what it is? FORTRAN is the abbreviation used for Formula Translation. This is a bit complex programming language and is
used for solving scientific problems.
Now, tell the students that this is “Ni Hao” which means “Hello” in Chinese.
Also tell the students that there are several other programming languages that are used by people to write
Bring them to the concept that if we do not know a language, we will not be able to communicate. programs.

Now, tell them that a computer does not understand our language. It has special languages which are called
Computer Languages.

Also tell them that like any other language, computer languages have their own alphabet and grammar. And there

58 59
IN THE LAB 3. Write the full form of the following:

• Take the students to the lab. Show them a presentation on computer languages. a. BASIC: Beginners All Purpose Symbolic Instruction Code.

An example is being pasted below for the teacher’s reference: b. FORTRAN: Formula Translation

c. COBOL: Common Business Oriented Language

http://www.slideshare.net/soumyastuti2002/computer-languages-27913739?from_search=4
d. LOGO: Logic Oriented Graphic Oriented

SOLUTION OF EXERCISES
4. Tick the best option:
EXERCISE:
a. BASIC
1. Answer the following questions
b. FORTRAN
a. What is a language used for?
c. LOGO
A language is used for communicating.
d. COBOL

b. What are commands?

Commands are instructions given to the computer in proper manner.

c. What is a program?

A program is a collection of commands given to the computer in the correct order. Program enables
a computer to carry out a task.

d. What are computer languages? Give two examples.

The languages which are understood by a computer are called computer languages. LOGO and
BASIC are two examples of computer languages.

2. Fill in the blanks:

a. Programming

b. BASIC

c. Command

d. Alphabet and grammar

e. Programs

60 61
WORKSHEET:
Name: __________________________ Class: __________________________ 7 PROGRAMMING IN BASIC
With the help of an elder, look up the internet and write the names of at least 10
OBJECTIVE
programming languages.
• Know the History of BASIC

• Understand the utility of BASIC

1. _____________________________________________________________ • Be aware of the important components of BASIC

• Know the programming instructions in BASIC

2. _____________________________________________________________

3. _____________________________________________________________ LESSON PLAN:

Day 1
4. _____________________________________________________________ The students have been taught about various programming languages briefly. Today, you will teach them about
Programming in BASIC.
5. _____________________________________________________________ Provide a recap to the students that BASIC stands for Beginners All Purpose Symbolic Instructions Code. And this
is a language that is used very commonly by programmers.
6. _____________________________________________________________ History of BASIC:
Brief the students about the history of BASIC. This programming language was first written or invented by two
7. _____________________________________________________________ people John Kenmey and Thomas Kurtz in the year 1965. Both these gentlemen were teachers at a college in the
USA.

8. _____________________________________________________________ At first, this language was used to teach students of the college. However, later in the year 1975, this language
became more popular because Paul Allen and William Gates, who were the founders of Microsoft used this
language to program the fist computer by Microsoft.
9. _____________________________________________________________
From that time, this language has been used by various people to write programs.

10. _____________________________________________________________ Components of BASIC:

Tell the students that BASIC is a very popular language because it is based on easily understandable and memorable
commands. A person can learn these commands and write programs in this language.

A few components of these commands used in BASIC programming are:

Line Numbers:
The line number is basically a number that is given to each line or statement in a program. The use of this number
is that the statements will be read and processed according to the line number.

Meaning, a statement on line number 30 would be read after the statement on line number 20.

This helps the program to be read and executed in the correct way.

63
The programmers have to make sure that: Day 2:
1. The line numbers are all positive. No negative number should be added as the computer will not be able Characters:
to read it.
Remind the students that they were told in the previous lesson that every computer language has its own alphabet
2. The numbers should be in increasing order. That means, it should be 10, 20, 30 etc. and grammar.
3. No two lines should have same line number, because this will confuse the computer which statement Characters are the components of every language, the statements and commands in BASIC can have the following
should it follow first. characters:
Conclusively, tell the students that if a programmer enters wrong line numbers, the program will not be able to • Alphabets
run properly.
• Numbers
Activity:
• Symbols
To reinforce the concept, carry out the following activity in the class.
Tell the students that the statements and commands can have capital as well as small letters. And they can have
Write the following instructions in jumbled form. numbers from 0-9 and many symbols which are used for special instructions.

Constants:
HOW TO MAKE A SANDWICH The next component of BASIC that is to be taught to the students is Constants.
Take two slices of bread Write the word “Constant” on the board and ask the students if they know the meaning of this word.
Sandwich is ready. Tell the students that Constant means something that does not change. In the BASIC programming language, there
are some constants; this means that their value remains the same during every execution of the program.
Add a layer of jam on one slice
There are two types of constants:
Put them together
• String Constant
Spread butter on the second slice.
• Numeric Constant
Now, with the help of the students, add numbers to the instructions in the correct order.
String Constant:
1 Take two slices of bread
A String Constant comprises of alphabets and numbers. A string constant is always enclosed in double quotation
5 Sandwich is ready. marks.
2 Add a layer of jam on one slice Write a few examples on the board reflecting alpha-numeric or string constants, such as:
4 Put them together • “15 December”
3 Spread butter on the second slice. • “Rs. 100”
Explain it to the students, that if the line numbers are not added in the recipe, it will become wrong. In the same • “My Name”
way, if line numbers are not properly added in a program, it might not work properly.
• “Pakistan Zindabad”

After writing these string constants, tell the students that it is not necessary that a string constant has a number,
it can be comprised of all alphabets (as expressed in example 3 and 4)

Numeric Constants
Numeric means number.

Constant means something that does not change.

Numeric constants in a command or statement comprise of only numbers.

64 65
These numbers can be positive or negative. And can also have decimal with them. Alpha Numeric Variables:

Write a few examples on the board, such as: Explain it to the students that like string constants, a string variable (or alpha numeric variable) also contains
letters and numbers in it.
• “1”
There are a few properties of string variable that should be taught to the students, these are:
• “-55”
• A string variable can have letters and numbers in it.
• “7.8”
• It always starts with a letter, which can be followed by other letters or numbers.
• “-100.45”
• A string variable always ends with a Dollar Sign ($)
From the examples given, reinforce to the students, that a numeric constant cannot have a letter with it. It can
only have numbers. Provide a few examples to the students:

Since, this is a little complicated concept, provide a recap to the students by drawing the following chart on the X$ = “Pakistan”
board.
Here, the X is the variable and Pakistan is the value given to X.
CONSTANTS
Name1$ = Saima
NO CHANGE IN VALUES Here, Name1 is the variable and Saima is the value given to Name1

Numeric Variables:
STRING CONSTANTS NUMERIC CONSTANTS Numeric variable contains numbers. The name of the numeric variables may contain letters, but the value can only
be a number.
HAVE NUMBERS AND ALPHABETS HAVE ONLY NUMBERS Like string variables, numeric variables have some properties:

Activity: • The name can be alphabets and numbers.

Ask the students to write 5 string constants and 5 numeric constants on a paper and provide it to you. • The name always starts with alphabet.

This will give you a chance to assess if they have understood the concept correctly. • The value can only have numbers.

Give the following example to the students to understand:

Day 3 X=4
Variables: Here, X is the name and 4 is the value
Tell the students that the word variable means anything that can change. MARKS = 75
In the BASIC language, variables are the names that are assigned to any value. Here, MARKS is the name and 75 is the value.
These variables can either be selected by the user themselves, or can be a result of calculations done by the Activity:
computer according to instructions given.
To reinforce the concept, ask the students to write down 3 alpha-numeric and 3 numeric variables on a paper and
Also tell them that if a variable does not have an assigned value, the computer considers its value to be “zero” provide it to you. This will enable you to judge how well the students have understood the concept.
Provide a recap of the concept of variables to the students.

Now, tell them that there are two types of variables. They are:

• Alpha-numeric variables

• Numeric variables

66 67
 Day 4 SOLUTION OF EXERCISES
Programming Instructions: EXERCISE:
The students have learnt about the fundamental things of BASIC. Now, introduce them to the commonly used 1. Fill in the blanks
instructions in BASIC.
a. Beginners All Purpose Symbolic Instruction Code
Since, the children are quite young, it is advised that you only provide them a brief overview of the various
instructions used. b. Numbers and symbols

Statements: c. Constants

Statements are the instructions that are given during a program. The statements will not yield any result until the d. Variables
“RUN” command is given. e. String
Once you have given the RUN command, the statements will be executed. f. Statements
Commands g. Enter
Commands are the instructions that are executed as soon as you type them and press the Enter key. h. Operators
Operators:
Operators are the symbols that are used to perform mathematical calculations in a program. 2. Answer the following questions:
Functions: a. What do you know about BASIC?
Functions are the sub programs in BASIC that are used in executing a particular task. BASIC stands for Beginners All Purpose Symbolic Instruction Code. It is a language that is used for
writing programs.

IN THE LAB
Take the students to the computer lab. Give them an opportunity to do the activities mentioned on page 54 of the b. What are line numbers?
book. Line numbers are the numbers assigned to every line.

c. Define Constant. Also tell the difference between string constant and Numeric Constant.

Constants:

Constants are the actual values that are used by BASIC during Execution.

String Constant Numeric Constant

String constants have alphabets Numeric constants only have
and numbers in them. numbers in them.

68 69
 d. What is a command?

A command is an instruction given during a program. It gets executed as soon as the Enter Key is
pressed. 8 STARTING WITH LOGO

e. Describe Operators. OBJECTIVE

Operators are the symbols that are used for mathematical calculations in a program. • Know what LOGO is

• Understand the uses of LOGO

f. Give the differences between: • Know how to start LOGO

i. Constant and Variable • Be able to identify the components of LOGO window

ii. Numeric Variable and Alpha Numeric Variable • Memorise the commands of LOGO

• Be able to draw figures using LOGO

Constant Variable
Constants are actual values Variables are the names assigned to any LESSON PLAN:
that are used by BASIC during value being used by BASIC.
execution. Day 1
The value of constant always The value of variables can be given by
After BASIC, the students will now be taught about another programming language; which is LOGO
remains the same. the user or calculated by the computer.
The students already know that the full form of LOGO is Logic Oriented Graphic Oriented.
Alpha Numeric Variable Numeric Variable Brief them about the history of LOGO.
Alpha Numeric variables represent Numeric variables only represent
alphabets or numbers. numbers. History:

They have a dollar sign at the end. They do not have a dollar sign at the The LOGO language was first written or invented in the year 1967 by a group of people. They used it for educational
end. purposes. However, later on LOGO became very famous because of its turtle graphics.
More about LOGO:
Continue telling the students that this programming language is unique because we can draw simple shapes on
a computer using LOGO and also carry out calculations such as addition, subtraction, multiplication and division.

Also tell the students that similar to a computer mouse, which has a pointer displayed on the screen. The LOGO
also has its own pointer.

This pointer is triangular in shape and is called a Turtle (please draw a the LOGO turtle on the board)

Tell the students that pointed end of the turtle is its head, and the base is its tail.

A turtle can draw simple shapes on the screen by following the instructions given.

The pointer of the LOGO is called turtle because the first version of LOGO used an electronic robot
which resembled a turtle.

70 71
Starting LOGO: Command Input box
After briefing the students about the history and introduction of LOGO, you will now teach them how to open the This box is present at the bottom left area of the commander window. The purpose of this box is to type commands
program. for the turtle.

Tell the students hat LOGO can be started by following these steps: After typing the commands in this box, the user has to execute these commands. There are two methods of
executing any command.
• Click on the start button on the desktop to open the start menu.
• Commands can be executed by pressing the Execute button present in the commander window.
• Move the mouse pointer to Programs and click it to open the programs menu.
• We can also execute commands by pressing the enter key on the keyboard.
• Move the pointer to MS LOGO in the programs menu. Click on it.
Output / Command Recall List Box:
• The LOGO programs starts and appears on the screen.
Tell the students that when we have executed a command, it moves to the command recall box. The purpose of
this box is that it stores all the commands that have been executed.
Day 2 And, if we have to repeat a command, we do not need to type it again in the command input box. We can easily
Components of a LOGO Window: select the command from the command recall box.

The students should now be told that the MS LOGO screen can be divided into two parts: Also tell the students that as soon as you select the command from the command recall box, it will show in the
command input box and you can execute it.
• Main Screen or Graphic Screen
The command recall list box saves our time.
• Commander Window
Activity:
Graphic Screen
To determine how well the students have understood the function of command input box and the command recall
The Graphic screen is the area of the LOGO window where you can draw figures. Tell the students that the triangular list box. Ask them the following questions verbally:
pointer which is called the turtle appears on this screen.
• Where do we type a command?
The turtle moves on this screen according to the commands given by us and draws various figures.
Suggested Answer: Command Input Box
• How do we do it?

Suggested Answer: We click on the Command Input Box and start typing the command
It would be ideal if you take along a print out of the screen of MS Logo to your class. An image has
• How do we execute the command?
been added at the end of this chapter for the teacher’s convenience.
Commander Window: Suggested Answer: By pressing Enter key or Execute Button

Tell the students that the commander window is the area where commands are entered. • Where are all the commands stored after being executed?

Also tell the students that commands are also called primitives. Suggested Answer: In the Command Recall List Box

With the help of the image that you will take to the class, show the students that the commander window is • If we have to repeat a command, what should we do?
further divided into two parts Suggested Answer: We should click the command showing in the command recall list box
• Command Input Box

• Output / Command Recall List Box

Further explain the functions and features of both these parts.

72 73
 Day 3 Back Command
Now, once you are sure that the students have understood all the topics taught to them up till now. You can easily The Back Command is used to move the turtle in backward direction. Tell the students that when we give the
move further with your lesson and introduce various commands to the children. turtle back command, it does not change the direction of its head. It moves backward in the direction of its tail.

Forward Command: As demonstrated earlier, draw two turtles on the board as follows:

Tell the students, that the forward command moves the turtle in forward direction.

Also tell the students, that the turtle will move in the direction where its head is pointing.

To explain this clearly, draw two turtles on the board as shown below:

By the figures shown above, you can easily demonstrate it to the students that the first turtle will move in the left
direction when we give the backward command to it. While, the second turtle will move downwards if we give it
the back command.

Tell the students that if we want to move the turtle backwards, we will have to follow these steps:
• First, we will use the mouse and click on the command input box.
From these figures, you can easily explain to the students that for the first turtle, forward command will make it • Now, we will type BACK or BK.
move in horizontal direction, while for the second turtle, if you give it the forward command, it will move upwards.
Also tell the students that as the turtle moves, it draws a line behind it. • Then, we will add a space and then the number of steps that the turtle has to move. For Example:

Tell the students that the command that moves the turtle in forward direction is FORWARD. Also tell them that the o BACKWARD 80
short form of this command is FD
• Now, we will press the execute button or the Enter key.
Now, once you have provided this concept to the students, proceed further by asking them, how will the turtle
know how much distance it has to cover in forward direction? • The turtle will move 80 steps in backward direction.

Tell the students that we have to tell the turtle how much it should move. The turtle measures its distance in steps, Right Command:
so, if you want to move the turtle 10 steps, you will type 10 with your command. The students have already learnt about the Forward and Backward command. It will not be difficult for them to
Now, brief them how to type correct instructions to move the turtle. understand how the right and left command works.

• First, we will use the mouse and click on the command input box. Tell the students that if we want to move the turtle in right direction, we can use the RIGHT or RT command.

• Now, we will type FORWARD or FD. Also explain it to them that while moving forward and backward, the turtle used steps to measure its distance, but
in right command, the turtle uses degrees to measure its movement.
• Then, we will add a space and then the number of steps that the turtle has to move. For Example:
Draw the following figure on the board to explain the concept clearly.
o FORWARD 50

• Now, we will press the execute button or the Enter key.

RT 90
• The turtle will move 50 steps in forward direction.

RT 30

From the above two examples, you can tell the students that the first turtle moved 90o (ninety degrees) to its right,
and the second turtle moved 30o (thirty degrees) to its right.

The students should understand that the right command is used to change the direction of the turtle.

74 75
Left Command: SOLUTION OF EXERCISES
Like the right command, the left command is also used to change the direction of the turtle to its left. EXERCISE:
The command used for turning the turtle left is LEFT or LT. Also tell the students that when the turtle moves in left 1. Answer the following questions
direction, it is also called anti-clock wise movement.
a. Write the full form of LOGO
Draw the following figure on the board to explain the concept clearly.
The full form of LOGO is Logic Oriented Graphic Oriented.

LT 90
b. What is Turtle?

The Turtle is a triangular pointer present on the logo screen.

LT 20

c. Name the parts of the logo screen.

From the above two examples, you can tell the students that the first turtle moved 90o (ninety degrees) to its left,
and the second turtle moved 20o (twenty degrees) to its right. The names of part of logo screen are:

Clearing the Logo Screen: i. Graphic Window

Tell the students that there may be a time when we want to clear the logo screen and start our work again. ii. Commander Window

The command to do this is CLEAR SCREEN or CS.

So, if we type CS in the command input box and execute it. It will clear the screen by erasing all the work that we d. What is the purpose of Command Input Box
have done and bring the turtle to the centre of the screen with its head pointing upwards.
The command input box is used to type commands for the turtle.

IN THE LAB
e. What does output / command recall list box contain?
• Take the students to the lab. Demonstrate the following to them:
It contains all the commands that have been executed.
o How to start LOGO
o How to use the FD, BK RT, LT and CS command
f. What does the primitive forward do?
o How to End LOGO
The forward primitive moves the turtle in forward direction.

g. In which direction does BK command move the turtle?

• Let the students practice the commands learnt. Ask them to make shapes using logo.
The BK command moves the turtle in backward direction.

h. What does the primitive CS do?

The CS primitive clears the logo screen.

i. What does the primitive Left do?

The left primitive turns the turtle in the left direction.

76 77
2. Fill in the blanks.

a. Two

b. Turtle

c. Primitives

d. Command Input Box

e. BK

f. Space

g. 180

h. Right

i. CS

j. LEFT

3. Write the full forms of:

a. FD: Forward

b. BK: Backward

4. Write the commands to do the following:

a. BK 100

b. FD 5

c. FD 40 BK 100
d. BK 100 FD 50

78
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