MyPedia Computer 6 LP A Final Ch1-3 With TOC

LAYERS 1
Computer
System
2
1
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Working in
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Windows 10
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cei
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3
18
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LEARNING
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Advanced Features
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of Microsoft Word
at
2013
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4
32
a
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In
Enhancing a
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Presentation
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5
46
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Getting Started
with Microsoft
Excel 2013
62
Mypedia LP_G6_Computer_Part A.indd 4 22/03/2018 15:23:43

1 Days 7
Computer System
BROADER LEARNING OBJECTIVES

Understand the working of a computer system
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Learn about the various input, output and storage
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devices
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SPECIFIC LEARNING OBJECTIVES
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To help the learners to:
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explain the working of a computer system.
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identify and name various types of input, output and storage devices.
explore the cross-curricular connections of the concept.
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Sub-Topics
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Working of a Computer System

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Input Devices
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Output Devices
Computer Memory
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NOTE TO THE TEACHER

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Make suitable arrangements for the activities a few days in advance. Talk to the
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learners about these activities one day prior to the activity and ask them to bring the
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required material for it in advance. Arrange the classroom for the activities.
There are more animations, videos and games that are not covered in this lesson plan.
These can be explored in the class or can be used by the learners for practice.
imperative Teaching Plans: 2, 3, 4, 5 and 6
additional Teaching Plan: 1
extra Teaching Plan: 7

1

CROSS-CURRICULA CONNECTIONS
science: In this learning layer, the learners will experience a plethora of
opportunities to explore about their body system. They will find out how brain
processes the data.
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PLAN
1 Uses of a Computer
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OBJECTIVE To recapitulate the uses of a computer
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BLOOM’S LEVEL
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Understanding, Analysing, Applying
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TEACHER RESOURCES Coursebook, Blackboard/Whiteboard, Chalk/Marker
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STUDENT RESOURCES
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Coursebook
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WARM-UP Se
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Instructional Step Engage

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Teaching Strategies Group discussion 10

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MINUTES
Assessment/Evaluation Checklist for participation
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1. Ask the learners some questions about the computer such as:
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• For what purpose do you use computer?

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• What are the other ways in which computers can be used?

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2. Seek the answers and appreciate their understanding.

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LET’S BEGIN
Instructional Step Explore
Teaching Strategies Reading for meaning, Group demonstration 15

Assessment/Evaluation Checklist for participation MINUTES

3. Take the learners through the pictures given in the Connect section of the
coursebook and ask them to recognise the use of computers being illustrated there.
4. Ask them to share some more similar uses of computers.
5. Take them through the explore section of the coursebook and help them know
about the concepts they are going to learn in the learning layer.
CLOSURE
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Instructional Step Exhibit
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Teaching Strategies Group instructions 15
t
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MINUTES
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6. Write the word ‘Hardware’ on the board and ask the learners to share what they
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understand by this term.
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7. Make pairs and ask them to brainstorm and list the hardware components of the
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computer.
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8. Ask them randomly to list the features of each component.

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9. Discuss their understanding on the hardware components.

10. Facilitate the discussion.
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PLAN
Working of a
2 Computer System
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OBJECTIVE To explain the working of a computer system
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BLOOM’S LEVEL
t
Pv
s
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STUDENT RESOURCES
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Coursebook
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WARM-UP Se
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Instructional Step Engage and Explore

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Teaching Strategies Focussed recall, Group discussion 15

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MINUTES
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In
1. Begin by asking the learners to recollect about I-P-O (Input-Process-Output)

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concept.
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2. Seek explanation from the learners and ask them randomly to write about IPO
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cycle on the board.

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3. Draw the following diagram for better clarity:

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Memory stores
instructions and data
Input Device gives CPU processes Output Device displays

instructions instruction required information
4. Clarify the doubts, if any.

LET’S BEGIN
Teaching Strategies Group activity, Group instructions 15

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5. Bring the session by switching off the computer. Now, ask the learners if it is
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switched off in the same manner as any other electrical device or not.
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6. Discuss the reasons and appreciate their understanding.
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7. Discuss the language in which commands are given to the computer so that it can
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function as per the needs of the users.
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8. Discuss the role of Input and Output devices in the above process and list the
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important points on the board.
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9. Form group of four learners in the class and ask them to do a role play on I-P-O.
10. Facilitate the presentation and appreciate their efforts.
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CLOSURE
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10
a
Teaching Strategies Group discussion

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MINUTES
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Assessment/Evaluation Checklist for Participation

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11. Take them through the relevant text from the coursebook and reinforce the
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concept.
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12. Clarify doubts, if any.

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PLAN
3 Input Devices
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OBJECTIVES To recapitulate the working of a computer system
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To identify and name various types of input devices
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BLOOM’S LEVEL Understanding, Analysing, Applying
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STUDENT RESOURCES Coursebook
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WARM-UP
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MINUTES
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In
1. Begin by asking the learners the definition of Input and Output devices.
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2. Take their responses and write them on the board.

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3. Draw the following table on the board and explain the types under which
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hardware components can further be divided.

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Hardware components
Input Device Output Device Components inside CPU

LET’S BEGIN

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4. Write the title ‘Input Device’ on the board and ask the learners to share its
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examples and use.
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5. Write few of the examples such as Mouse, Keyboard and Scanner on the board and
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ask the learners to share their purposes.
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6. Introduce them as basic input devices used for carrying out data entry services.
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CLOSURE
Instructional Step Explore Se

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MINUTES
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7. Ask the learners to share the answers of the following questions:

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• How do we input letters, numbers or characters? How does the computer use
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this input?
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• What is the use of left or right buttons or scroll wheel of the mouse?
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• What is the difference between optical and wireless mouse?

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• What is the primary purpose of the scanner?

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8. Discuss the answers and clarify doubts, if any.

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9. Take them through the relevant text in the coursebook and reinforce this.

PLAN
4 Input Devices
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OBJECTIVE To understand the features and uses of the various
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types of input devices
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STUDENT RESOURCES Coursebook, Application book, Chart paper
WARM-UP Se
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MINUTES
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1. Recapitulate by asking the learners randomly to define input device.

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2. Share with them the interesting information on some of the input devices as
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discussed in the i Wish i Knew section of the coursebook.

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3. Now, make groups of two learners in the class and assign one input device to each
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group from the list given below:

• Joystick • OMR
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• Light pen • Touchscreen

• Graphic tablet • Touchpad
• Scanner • MICR
• Microphone • Digital camera
• Barcode reader • Web camera
• QR code • Biometric devices
• OCR 9

4. Ask the learners to sit in their respective groups and list the important points of
the given input device on chart paper.
LET’S BEGIN
Instructional Step Explore and Envision
Teaching Strategies Group presentation, Reading for meaning 20

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5. Give them sufficient time to read and make the chart.
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6. Now, ask all the groups to share their charts and explain the input devices
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assigned to them.
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7. Listen to them and write the important points on the board.
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8. Take them through the relevant text in the coursebook and reinforce the concept.
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CLOSURE
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10
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Teaching Strategies Individual exercise

MINUTES
Assessment/Evaluation Rating scale for worksheet
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9. Acquaint the learners with the fact given in the i Wish i Knew section of the
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coursebook related to QR codes.

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10. Now, ask them to complete Q C given in Worksheet 1.1 in the application book.
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10

PLAN
5 Output Devices
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OBJECTIVE To identify, name and understand various types of
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output devices
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STUDENT RESOURCES Coursebook, Application book
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WARM-UP
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Teaching Strategies Focussed recall 10

MINUTES
a

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In
1. Ask the learners to answer the question given in the Checkpoint 1 of the
n
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coursebook.
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2. Discuss the answers and write them on the board.

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3. Ask the learners the difference between a digital and a web camera.
4. Explain them what resolution is and what parameters one should look at while
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judging the camera. Ask them to read the relevant information given in the i Wish
i Knew section of the coursebook.
11

LET’S BEGIN
Teaching Strategies Group instruction, Reading for meaning 15

5. Now, bring the learners’ attention towards monitor and ask them what type of
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device it is and why.
6. Write the title ‘Output Devices’ on the board and ask them to define it.
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7. Discuss the various types of monitors, printers, projectors and plotters and write
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the important points on the board.
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8. Share a few suitable examples.
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9. Take them through the relevant text from the coursebook and explain it for the
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reinforcement of the concept. n
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CLOSURE
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Teaching Strategies Concept attainment, Individual exercise 15

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MINUTES
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10. Ask the learners to complete Q 1, 3, 5, 6 and 7 of Worksheet 1.2 in the application
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book.
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12. Ask the learners to bring the pictures of as many components of CPU as they can.
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12

PLAN
6 Computer Memory
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OBJECTIVE To identify and name various types of storage
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devices
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Pv
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TEACHER RESOURCES CPU, Coursebook, Blackboard/Whiteboard, Chalk/
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Marker
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STUDENT RESOURCES
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Coursebook, Application book, Pictures of components
of CPU n
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WARM-UP
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Teaching Strategies Reading for meaning 15

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MINUTES
In
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1. Begin by asking the learners to complete the question given in the Checkpoint 2 of
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the coursebook.
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2. Discuss the answers and clarify mistakes, if any.

3. Write the following on the board:
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CPU - Central Processing Unit

4. Demonstrate the CPU and ask the learners to compare it with the pictures brought
by them.
5. Unscrew the CPU and introduce it as the brain of the computer.
13

LET’S BEGIN
Teaching Strategies Group activity 15

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6. Ask the learners to take out the pictures that match with the component of CPU.
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7. Ask them to observe the CPU carefully and identify its parts.
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8. Write ‘Computer Memory’ on the board and explain its connotations.
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9. Draw the following categories of memory on the board and explain its various
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types to the learners.
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Computer
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Memory
Primary
Memory Se Secondary
Memory
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RAM ROM
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Hard Disck Compact Disck Flash Memory

a
(HD) (CD), DVD, HD- Drivers Card

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DVD, Blu-ray Disc

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10. Ask the learners to relate and identify the pictures brought by them of the various
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device types with the parts of CPU.

11. Seek their names and discuss the functions and features of each.
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12. Show the animation for better understanding of the topic.

13. Similarly, ask the learners to show the picture of any other component and explain
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the requisite details about it.

14. Gradually, make the learners understand all the components of memory device
and their functions.
15. Share with them the interesting information on external memory devices by taking
them through the i Wish i Knew section of the coursebook.
16. Take them through the relevant text in the coursebook and reinforce their
understanding.
14

CLOSURE
Teaching Strategies Individual exercise 10

MINUTES
17. Ask the learners to complete Q A and Q B of Worksheet 1.1 and Q 2 and Q 4 of
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Worksheet 1.2 given in the application book.
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19. Ask the learners to research and find out how the human brain inputs and
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processes the data.
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20. Ask them to bring this information in the next class.
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15

PLAN
7
More about Input, Output
and Storage Devices
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OBJECTIVE To explore the cross-curricular connections of the
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concept
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WARM-UP
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MINUTES
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1. Begin by discussing the questions given in Worksheet 1.3 in the application book.
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2. Discuss the answers and appreciate their understanding.

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3. Ask the learners to refer to the questions given in the observe section of the
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coursebook and answer them.

4. Appreciate responses and clarify doubts, if any.
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16

LET’S BEGIN
Teaching Strategies Group instruction 15

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5. Bring their attention to the link section of the coursebook by referring to the home
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assignment given to them the previous day. Ask them to share their understanding
on the input data and its processing by brain.
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6. Listen to them and share your expert feedback.
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7. Ask the learners to make a PowerPoint presentation on the topic given in the
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extend section of the coursebook.
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8. You can also ask them to do this exercise from home and show you the PPT the
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next day. n
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CLOSURE
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Teaching Strategies Concept attainment 15

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MINUTES
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In
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9. Discuss about OMR sheets and explain their increasing use in the coming years.
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10. Read through the text given in the learn for life section of the coursebook and
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help them remember it in future.

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11. Close the learning layer by summarising and writing the main points on the
whiteboard/blackboard.
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17

2 Days 6
Working in Windows 10

Understand the functions of an Operating System
td
Understand and customise Windows 10
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s
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know about an operating system.
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recognise functions of an operating system.
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ﬁnd out about the history of Windows.
learn about Windows 10.
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customise Windows environment.
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customise Windows 10.

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Sub-Topics
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Functions of an Operating System

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History of Windows
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Windows 10
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Customising the Windows Environment

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NOTE TO THE TEACHER
Make suitable arrangements for the activities a few days in advance. Talk to the
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imperative Teaching Plans: 2, 3, 4 and 5
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language: In this learning layer, the learners will develop their writing skills.
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They will write about Windows 10 operating system and do the comparison with
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Windows 7.
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PLAN
1 Operating System
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OBJECTIVE To know about an operating system
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BLOOM’S LEVEL
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s
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STUDENT RESOURCES
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Coursebook
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WARM-UP Se
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Teaching Strategies Group demonstration 10

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MINUTES
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1. Ask the learners some questions about the computers:

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• How is computer able to respond to the instructions given by you?

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• What is the importance of Hardware?

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• Which of the two is more important—Hardware or software? Why?

2. Seek answers and appreciate their understanding.
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20

LET’S BEGIN

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3. Take them through the riddle given in the Connect section of the coursebook and
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ask them to solve it.
4. Give them hints, if required.
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5. Seek their responses and write the correct answer on the board.
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CLOSURE
Se
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MINUTES
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7. Write ‘Hardware vs Software’ on the board and ask the learners to recapitulate and
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share their understanding about it.

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8. Now, ask them to share what they know about the Operating System and discuss
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it in the class.
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9. Seek responses and clarify their doubts, if any.

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10. Form pairs and ask them to read about the various functions of an operating
system and bring this information to the class the next day.
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21

PLAN
2
Functions of an
Operating System
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OBJECTIVES To recognise the functions of an operating system
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To ﬁnd out about the history of Windows
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Pv
s
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WARM-UP
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MINUTES
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In
1. Begin by asking the learners to share their information on the functions of

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Operating System.
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2. Take their responses and list them on the board.

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3. Append the following functions of OS to the existing list:

• Resource Allocator
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• Program Execution
• Main Memory Management
• File Management and secondary storage management
• Input and Output Management
4. Explain these functions of OS by taking relevant examples and reinforce this
concept.
22

LET’S BEGIN

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6. Write ‘CUI and GUI’ on the board and explain their full forms.
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7. Explain the learners about the evolution of computer over many years by
highlighting CUI and GUI.
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8. Distinguish between them and explain the functions/uses of both the interfaces.
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9. Bring the learners’ attention to the Table 2.1 given in the coursebook and introduce
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various other versions of Windows and the year of their release.
10. Take them through the i Wish i Knew section of the coursebook and introduce
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Microsoft Edge, a new browser of Windows 10.
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11. Read through the relevant text in the coursebook and reinforce their
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understanding.
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CLOSURE
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10
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MINUTES
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12. Ask the learners to complete Q 1 of Worksheet 2.2 given in the application book.
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14. Form pairs and ask them to research and find out the single most feature of the OS
that can be considered as the bigger improvement over the previous versions.
23

PLAN
3 Windows 10
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OBJECTIVES To recapitulate about history of Windows
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To learn about Windows 10
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Pv
s
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WARM-UP
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MINUTES
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1. Begin by asking the learners to share the outcome of their research on the newer
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updates in Windows 10.

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2. Take responses and write them on the board.

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LET’S BEGIN
©

24

3. Write the word ‘Windows 10’ on the board and recapitulate its main features.
4. Form groups of four learners and assign them tasks of reading and explaining its
features one by one.
5. Read through the relevant text in the coursebook and reinforce their
understanding.
CLOSURE
td
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t
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MINUTES
s
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6. Ask the learners to complete Q 2 and Q 3 of Worksheet 2.2 given in the application
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book.
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25

PLAN
4 Customising Windows
Environment
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OBJECTIVE To customise Windows environment
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BLOOM’S LEVEL
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Pv
s
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STUDENT RESOURCES
i
Application book
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WARM-UP Se
n
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MINUTES
a
di
In
1. Recapitulate by asking the learners to answer the question given in the

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Checkpoint 1 section of the coursebook.

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2. Discuss the answers and write the correct answer on the board.
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3. Read through the various i Wish i Knew sections of the coursebook and explain
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them about the interesting information on Crotona, apps and icons of Windows 7
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as given there.
4. Also, familiarise them with the Personalize option on the desktop by reading
through the i get to Know section of the coursebook.
26

LET’S BEGIN

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5. Write ‘Customising the Windows Environment’ on the board and demonstrate the
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start button, steps to pinning and unpinning the programs from taskbar and how
to change the desktop background.
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Pv
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7. Take them through the relevant text in the coursebook and reinforce the concept
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with the help of screenshots given there.
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CLOSUREn
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MINUTES
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8. Ask the learners to complete Q 4 given in the Worksheet 2.2 in the application
In
book.
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27

PLAN
5 Customising Windows 10
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OBJECTIVE To customise Windows 10
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BLOOM’S LEVEL
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Pv
s
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STUDENT RESOURCES
i
Coursebook, Application book
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WARM-UP Se
n
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Instructional Step Engage and Exhibit

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Teaching Strategies Focussed recall, Individual exercise 10

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MINUTES
a
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In
1. Ask the learners to complete the Worksheet 2.1 in the application book.
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LET’S BEGIN
©

28

4. Take the learners to the computer lab and assign them their workstations.
5. Bring the learners’ attention towards the question given in the link section of the
coursebook and explain the task to them.
6. Share a few suitable examples.
7. Ask them to complete the task as instructed.
8. Allow them sufficient time to complete the task and provide assistance wherever
required.
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CLOSURE
t.L
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15
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Teaching Strategies Concept attainment, Individual exercise
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MINUTES
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9. Ask the learners to complete the Worksheet 2.3 in the application book.
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11. Make three groups in the class and assign them each one topic from the following
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tasks and ask them to research and bring the information in the class the next day:
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• Difference between Windows 7 and Windows 10

• Features of Cortana
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• Features of Microsoft Edge

In
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29

PLAN
6 Working in Windows 10
td
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concept
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s
i ce
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WARM-UP
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MINUTES
a

di
In
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2. Remind them to share their findings on the given topics.

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3. Now, ask them to refer to the extend section of the coursebook.

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4. Explain the task and ask them to complete it within the assigned time limit.
©
LET’S BEGIN

30

5. Provide them adequate time and ask them to complete the task as instructed.
6. Observe them and share your expert feedback.
7. Bring their attention towards the observe section in the coursebook and ask them
to complete the given task.
8. Clarify their doubts, if any.
CLOSURE
td
.L
t
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MINUTES
s
cei
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help them know about the benefits of not keeping too many files and folders on
the desktop.
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©
31

3 Days 6
Advanced Features of
Microsoft Word 2013
Understand the features of MS Word 2013
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Learn about Header and Footer, Tables and Mail Merge
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in MS Word 2013
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Pv
s
ce
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add header and footer.
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insert tables.
modify tables.
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format tables.
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apply table styles.

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learn about mail merge.

Ed

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Sub-Topics
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In
Adding Header and Footer

Tables
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Formatting Tables
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Mail Merge
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©
32

NOTE TO THE TEACHER
Make suitable arrangements for the activities a few days in advance. Talk to the the
td
imperative Teaching Plans: 2, 3, 4 and 5
.L
t
Pv
s
i ce
rv
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science: In this learning layer, the learners will recall reversible and irreversible
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changes. They will also know about an important information such as the
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degeneration time of biodegradable and non-biodegradable wastes.

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social science: The learners will learn the names of different monuments in
Ed
different cities and their founders.

a
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In
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©
33

PLAN
1 Features of MS Word
td
OBJECTIVE To understand the features of MS Word
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BLOOM’S LEVEL
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Pv
s
ce
STUDENT RESOURCES
i
Coursebook
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WARM-UP Se
n
io
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Ed
MINUTES
a
di
In
1. Ask the learners some questions about MS Word such as:

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• Apart from typing, how is MS Word useful to you?

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• Can MS Word be used as a letter Pad? How?

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• Do you think teachers can use MS Word to keep records of all the learners at
school? How?
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2. Seek responses and appreciate their understanding.
34

LET’S BEGIN

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3. Take them through the conversation given in the Connect section of the
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coursebook between Sparsh and his brother.
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4. Highlight the question asked by Sparsh’s brother.
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5. Discuss the possible answer to it.
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6. Seek responses and write the correct answer on the board.
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CLOSURE Se
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MINUTES
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In
8. Write the word ‘MS Word 2013’ on the board and ask the learners to recapitulate
n
and share features/uses of MS Word.

so
9. Seek responses from them and list some of the important points on the board.
ar
10. Clarify their doubts, if any.

Pe
11. Form pairs and ask them to read about the various advanced functions of MS
©
Word 2013 and bring this information to the class the next day.
35

PLAN
2 Header and Footer
td
OBJECTIVE To add header and footer in a Word document
.L
BLOOM’S LEVEL
t
Pv
s
ce
STUDENT RESOURCES
i
rv
WARM-UP Se
n
io
at

uc

Ed
MINUTES
a
di
In
1. Begin by asking the learners to share their information on advanced features of MS

n
Word 2013.
so
2. Take responses and list them on the board.

ar

Pe
LET’S BEGIN
©

36

4. Take them through the relevant text in the coursebook to reinforce the concept.
5. Write ‘Header and Footer’ on the board and explain their meanings.
6. Explain the use of Header and Footer by sighting some examples.
7. Inform the learners that they can use pre-defined and customised header and
footer in MS Word.
8. Take them through the relevant text and reinforce their understanding using the
screenshots given in the coursebook.
9. Read them the information in the i get to Know section of the coursebook and
td
explain them how to quickly add page number using header and footer option.
.L
10. Allow the learners adequate hands-on practice to experience the same.
t
Pv
CLOSURE
s
cei
rv
10
Se
MINUTES
n
io
at
uc
Ed

a
di
In
n
so
ar
Pe
©
37

PLAN
3 Inserting Tables
td
OBJECTIVE To insert tables
.L
BLOOM’S LEVEL
t
Pv
s
ce
STUDENT RESOURCES
i
rv
WARM-UP Se
n
io
at

uc

Ed
MINUTES
a
di
In
1. Begin by asking the learners to answer the questions given in Checkpoint 1 of the
n
coursebook.
so
2. Take responses and write the correct response on the board.

ar
Pe
LET’S BEGIN
©

38

3. Discuss the use of tables in MS Word and write it on the board.
4. Demonstrate the steps of to insert and modify tables.
6. Bring the learners’ attention to the new tabs ‘Design and Layout’ appearing below
the Table Tools head.
7. Explain the intended purpose of these two tabs briefly.
8. Now, demonstrate the data entering process in a table.
9. Also, tell them the shortcut keys to navigate in a table.
td
.L
10. Take them through the relevant text and reinforce their understanding using the
given screenshots.
t
Pv
11. Give them adequate hands-on practice for better understanding.
s
ce
CLOSURE
i
rv
Se

n
io
MINUTES
at
uc
Ed
a
di
In
n
so
ar
Pe
©
39

PLAN
4 Modifying Tables
td
OBJECTIVES To modify tables
.L
To format tables
t
To apply table styles
Pv
s
ce
i
rv
STUDENT RESOURCES
Se
n
io
at
WARM-UP
uc
Ed

a
di
MINUTES
In
n
so
1. Ask the following questions:

ar
• How can you add rows in a table?

Pe
• Can you sort the names in alphabetical order in the table?

©
2. Discuss the answers and write the correct answer on the board.
3. Read through the various i get to Know sections of the coursebook and explain
them how to quickly insert the tables and demonstrate the use of table move
handle as mentioned therein.
40

LET’S BEGIN

td
4. Write ‘Modifying Tables’ on the board and explain the learners about its various
.L
functions as listed below:
• Adding a new row
t
Pv
• Adding a new column
s
• Deleting rows and columns
ce
• Splitting cells
i
rv
• Merging cells
• Resizing column width and row height Se
n
io
5. Demonstrate the steps for each of the above feature.
at
6. Also, demonstrate the steps to format the tables and apply styles.
uc
7. Take them through the relevant text in the coursebook and reinforce the concept
Ed
with the help of screenshots given there.

8. Give them adequate hands-on practice to experience all these features practically.
a
di
In
CLOSURE
n
so

ar

Pe
MINUTES
©
9. Ask the learners to complete Q 3 and Q 4 given in Worksheet 3.2 and Worksheet
3.3 in the application book.
41

PLAN
5 Mail Merge
td
OBJECTIVE To learn about mail merge
.L
BLOOM’S LEVEL
t
Pv
s
ce
STUDENT RESOURCES
i
rv
WARM-UP Se
n
io
at

uc
Teaching Strategies Focussed recall 10

Ed
MINUTES
a
di
In
1. Begin by asking the learners to answer the questions given in Checkpoint 2 and
n
Checkpoint 3 of the coursebook.

so

ar

Pe
©
LET’S BEGIN

42

4. Write ‘Mail Merge’ on the board and explain its meaning and purpose.
5. Write the three main steps of mail merging on the board and explain each
thoroughly:
• Create the data source
• Create the main document
• Mail Merge
6. Ask the learners to carefully observe the screen shots in the coursebook.
td
7. Give the learners adequate hands-on to experience it practically.
.L
CLOSURE
t
Pv
s
ce
Teaching Strategies Concept attainment, Individual exercise 15
i
rv
MINUTES
Se
n
io
8. Ask the learners to complete Q 4 of Worksheet 3.2 and Worksheet 3.1 in the
at
application book.
uc

Ed
a
di
In
n
so
ar
Pe
©
43

PLAN
6
Using Advanced Features
of MS Word 2013
td
.L
concept
t
Pv
s
i ce
rv
STUDENT RESOURCES Coursebook
Se
n
WARM-UP
io
at
uc

Ed

MINUTES
a

di
In
n
so
2. Begin by recapitulating the concepts learnt in the learning layer.

ar
3. Ask them to refer to the link, observe and extend sections of the coursebook for
Pe
their respective questions.

©
4. Explain the tasks and ask them to complete those within the assigned time limit.
44

LET’S BEGIN

5. Allot them adequate time and ask them to complete the tasks as instructed in their
td
relevant sections.
.L
6. Observe them perform and share your expert feedback.
t
Pv
CLOSURE
s
cei
rv
Se
MINUTES
n
io
at
uc
Ed
ask them to complete the task as per the instruction.

a
di
In
n
so
ar
Pe
©
45

MyPedia Computer 6 LP A Final Ch1-3 With TOC

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LAYERS 1

Mypedia LP_G6_Computer_Part A.indd 4 22/03/2018 15:23:43

BROADER LEARNING OBJECTIVES

Working of a Computer System

NOTE TO THE TEACHER

imperative Teaching Plans: 2, 3, 4, 5 and 6

additional Teaching Plan: 1

extra Teaching Plan: 7

Mypedia LP_G6_Computer_Part A.indd 1 22/03/2018 15:23:43

Mypedia LP_G6_Computer_Part A.indd 2 22/03/2018 15:23:43

Instructional Step Engage

Teaching Strategies Group discussion 10

• For what purpose do you use computer?

• What are the other ways in which computers can be used?

2. Seek the answers and appreciate their understanding.

Instructional Step Explore

Teaching Strategies Reading for meaning, Group demonstration 15

Mypedia LP_G6_Computer_Part A.indd 3 22/03/2018 15:23:44

8. Ask them randomly to list the features of each component.

9. Discuss their understanding on the hardware components.

Mypedia LP_G6_Computer_Part A.indd 4 22/03/2018 15:23:44

Instructional Step Engage and Explore

Teaching Strategies Focussed recall, Group discussion 15

1. Begin by asking the learners to recollect about I-P-O (Input-Process-Output)

cycle on the board.

3. Draw the following diagram for better clarity:

Input Device gives CPU processes Output Device displays

4. Clarify the doubts, if any.

Mypedia LP_G6_Computer_Part A.indd 5 22/03/2018 15:23:45

Instructional Step Explore

Teaching Strategies Group activity, Group instructions 15

Instructional Step Exhibit

Teaching Strategies Group discussion

Assessment/Evaluation Checklist for Participation

12. Clarify doubts, if any.

Mypedia LP_G6_Computer_Part A.indd 6 22/03/2018 15:23:45

Instructional Step Engage and Explore

Teaching Strategies Focussed recall, Group discussion 10

2. Take their responses and write them on the board.

hardware components can further be divided.

Input Device Output Device Components inside CPU

Mypedia LP_G6_Computer_Part A.indd 7 22/03/2018 15:23:45

Instructional Step Explore

Teaching Strategies Group discussion 15

Instructional Step Explore Se

Teaching Strategies Group discussion 15

Assessment/Evaluation Checklist for participation

7. Ask the learners to share the answers of the following questions:

• What is the difference between optical and wireless mouse?

• What is the primary purpose of the scanner?

8. Discuss the answers and clarify doubts, if any.

Mypedia LP_G6_Computer_Part A.indd 8 22/03/2018 15:23:46

Instructional Step Engage and Explore

Teaching Strategies Focussed recall, Group discussion 10

1. Recapitulate by asking the learners randomly to define input device.

discussed in the i Wish i Knew section of the coursebook.

group from the list given below:

• Light pen • Touchscreen

Mypedia LP_G6_Computer_Part A.indd 9 22/03/2018 15:23:46

Instructional Step Explore and Envision

Teaching Strategies Group presentation, Reading for meaning 20

Instructional Step Exhibit

Teaching Strategies Individual exercise