CYBER QUEST

LESSON PLAN Class 7

Chapter - 1 Number System

Total Periods: 5
Prior Knowledge Required:
The student should know:
 knowledge about basics of computers and the IPO cycle.
Learning Outcomes:
At the end of the chapter, the student will be able to:
 decimal, binary, octal and hexadecimal number systems.
 computer arithmetic.
Teaching Aid:
 Chart with examples of different number systems
Lesson Connect:
 Elicit from students about the computer basics and the IPO cycle that they have studied in previous
classes. Discuss that for counting and measuring, many numbering systems have been introduced
over time.

Sub Topics: • 1. Understand Number

Systems
2. Decimal Number
Page No: 7–9
System
3. Binary Number
System
Period
Learning Outcomes Methodology
No.
1 • To know what a number LESSON CONNECT:
system is • Discuss that a number system is a set of values used to represent
• To understand the decimal different quantities, such as number of students in a class etc.
number system Discuss that the total number of digits in a number system is
• To understand the binary called its base or radix. The value of each digit in a number system
number system depends upon the face value of the digit, the base of the number
system and the position of the digit in the number.
• Discuss that the decimal number system consists of ten digits 0
to 9 with base 10. Give examples to help students understand the
face value and place value of numbers.

Lesson Plan 1
 • Discuss that the binary number system consists of only two digits,
0s and 1s, with base 2. This is the only number system a computer
understands.
• Discuss with examples the conversion of decimal into binary
number system and vice versa.
LESSON CONCLUSION:
• The students will know what a number system is.
• The students will understand the decimal number system.
• The students will understand the binary number system.
Sub Topics: • 1. Octal Number System
2. Hexadecimal Number
Page No: 9-11
System
3. Computer Arithmetic
Period
Learning Outcomes Methodology
No.
2 • To understand the octal LESSON CONNECT:
number system • Discuss that the octal number system consists of eight digits 0 to
• To understand the 7 with base 8. Discuss with examples the conversion of octal into
hexadecimal number system binary number system.
• To understand computer • Discuss that the hexadecimal system consists of 16 symbols –
arithmetic numbers 0 to 9 and letters A to F that represent decimal numbers
from 10 to 15, with base 16. Discuss with examples the conversion
of hexadecimal into binary number system.
• Discuss that a computer understands only binary code. So the
data entered into a computer system is converted into its binary
system. The conversion process involves arithmetic operations
like addition, subtraction, division and multiplication. Discuss
with examples each of these operations.
LESSON CONCLUSION:
• The students will understand the octal number system.
• The students will understand the hexadecimal number system.
• The students will understand computer arithmetic.
• They will be able to convert numbers from one number system to
another and perform arithmetic functions on them.
Sub Topics: • Brain Developer
Page No: 12–13
Period No. 3
Ask the students to solve the questions of the Brain Developer given on pages 12 and 13.
Sub Topics: • 1. My Activity
2. Knowledge
Page No: 14-15
Enhancement
Period No. 4
1. Ask the students to revise the concept of number systems by performing the activity given on pages 14 and 15.
2. Discuss about the early counting systems like abacus.

2 Lesson Plan
Sub Topics: • 1. Group Discussion
2. Project Work
Page No: 15
3. Online Links
Period No. 5
1. Conduct a group discussion with the students on the topics given on page 15.
2. The students can be asked to do the project work as a home assignment, or it can be done in the lab.
3. The online links given on page 15 can be explored in the class on the digital setup or in the lab.

Exercise
A. Fill in the blanks.
1. The total number of digits used in a number system is called its ........................... .
2. ........................... is the base of the hexadecimal system.
3. The base is written after the number as a ........................... .
B. Answer in one word or a sentence.
1. What are the least and most significant digits?
2. Why does data entered into a computer need to be converted into binary?
3. Name the number system in (336)8.

Answers
A. Fill in the blanks.
1. Base/ Radix 2. 16 3. Subscript
B. Answer in one word.
1. The right-most digit of a number is called the least significant digit and the left-most digit is called the
most significant digit.
2. A computer understands only binary code; so the data entered into a computer system needs to be
converted into its binary system.
3. Octal number system.

Chapter - 2 Formulas and Functions

Total Periods: 7
Prior Knowledge Required:
The student should be able to:
 knowledge about the features of Microsoft Excel 2019.
Learning Outcomes:
At the end of the chapter, the student will be able to:
 use basic and compound formulas.
 apply different cell references.
 rename and change the colour of a sheet tab.
 use different functions.

Lesson Plan 3
  use the function library.
 tackle formula errors.
Teaching Aid:
 Pictures of the Microsoft Excel 2019 screen
 A computer with Microsoft Excel 2019, smart board, projector etc.
Lesson Connect:
 Elicit from the students their prior knowledge of the features of Excel 2019. Reinforce that performing
calculations is one of the most important features of Excel.

Sub Topics: • 1. Working with

Formulas
2. Using a Basic Formula
3. Using a Compound
Formula Page No: 16-18
4. Using a Range in a
Formula.
5. Using Formula on
Text.
Period
Learning Outcomes Methodology
No.
1 • To know how to work with LESSON CONNECT:
formulas • Discuss that formulas are user defined instructions used to
• To know how to use a basic perform addition, subtraction, division and multiplication and
formula establish a relationship between two or more cells.
• To know how to use a • Discuss that a formula must start with an equal to symbol and
compound formula may contain a few or more elements like references, operators,
• To know how to use a range constants and functions. Giving examples, discuss these elements.
in a formula • Discuss and demonstrate how to use a basic formula which
• To know how to use formula involves only one operator.
on text • Discuss and demonstrate how to use a complex formula which
involves more than one operator.
• Discuss and demonstrate how to assign multiple cells to a formula
by using a range.
• Discuss and demonstrate how to perform addition or
concatenation on character and string data types.
• Demonstrate how when values in cells referenced in a formula
are changed, the formula automatically recalculates and gives the
correct result.
LESSON CONCLUSION:
• The students will know how to work with formulas.
• The students will be able to write a basic formula.
• The students will know how to use a compound formula.
• The students will be able to use a range in formula.
• The students will know how to use a formula on text.

4 Lesson Plan
Sub Topics: • 1. Types of Cell
References
2. Circular Reference
3. Cell Reference of
Another Worksheet Page No: 19–22
4. Renaming a
Worksheet
5. Changing the Colour
of a Sheet Tab
Period
Learning Outcomes Methodology
No.
2 • To know the type of cell LESSON CONNECT:
references • Discuss that cell references are used in formulas to refer to data in
• To know what a circular the cells that you want to use in the formula.
reference is • Discuss and demonstrate that when we create a formula,
• To know how to use the cell references to a cell or ranges are usually based on the position
reference of one worksheet relative to the cell. When we copy the formula to another cell, the
in another worksheet reference cell gets automatically changed. This is called relative
• To know how to rename a referencing.
worksheet • Discuss that when we do not want to change the address of a
• To know how to change the cell when we copy a formula from one cell to another, we use
colour of a sheet tab absolute referencing by adding the $ sign before the column and
row number.
• Discuss and demonstrate that when we want either only the
column or the row number to be fixed, we can use mixed
referencing.
• Discuss and demonstrate circular referencing when a formula in a
cell refers to its own cell value directly or indirectly. A warning is
displayed in such cases.
• Discuss and demonstrate how to use the cell reference of one
worksheet in another worksheet by using copy paste option or
using the sheet reference.
• Discuss and demonstrate how to rename a worksheet.
• Discuss and demonstrate how to change the colour of a sheet tab.
LESSON CONCLUSION:
• The students will be able to differentiate between the types of
cell references.
• The students will know what a circular reference is.
• The students will be able to use the cell reference of one worksheet
in another worksheet.
• The students will be able to rename a worksheet.
• The students will know how to change colour of a sheet tab.

Lesson Plan 5
 Sub Topics: • 1. Functions
2. Common Functions Page No: 22–26
3. Function Library
Period
Learning Outcomes Methodology
No.
3 • To know what functions are LESSON CONNECT:
and the advantages of using • Discuss that functions are time saving, convenient, error-free and
functions pre-designed formulas in Excel to perform simple and complex
• To know about common calculations. They accept arguments and return values.
functions • Discuss the rules to enter a function.
• To know about the function • Discuss and demonstrate the use of common functions like
library AutoSum, Average (), Max (), Today(), etc.
• Discuss about the function library where functions are stored and
categorised as per their functionality.
• Demonstrate the usage of some common functions from the
function library.
LESSON CONCLUSION:
• The students will know what functions are and the advantages of
using functions.
• The students will be able to use common functions.
• The students will know how to use the function library.
Sub Topics: • 1. The Insert Function
2. Formula Errors
Page No: 26–29
3. Other Important
Functions
Period
Learning Outcomes Methodology
No.
4 • To know about the insert LESSON CONNECT:
function • Discuss and demonstrate how the insert function helps us to
• To know about the other create a formula.
important functions • Discuss and demonstrate some more important functions that
• To know how formula errors are exclusively available in Excel 2019.
are identified in Excel and • Discuss and demonstrate how Excel helps in identifying and fixing
how they can be corrected problems in formulas.
LESSON CONCLUSION:
• The students will know learn to use the insert function.
• The student will be able to use other important functions.
• The students will know how formula errors are identified in Excel
and how they can be corrected.
Sub Topics: • Brain Developer
Page No: 30–32
Period No. 5
Ask the students to solve the questions of the Brain Developer given on pages 30 to 32.

6 Lesson Plan
Sub Topics: • Lab Session
Page No: 32–33
Period No. 6
Take the students to the computer lab and let them perform the activity given on pages 32 and 33.
Sub Topics: • 1. Group Discussion
2. Project Work
Page No: 33
3. Online Links
Period No. 7
1. Conduct a group discussion with the students on the topics given on page 33.
2. The students can be asked to do the project work as a home assignment, or it can be done in the lab.
3. The online links given on page 33 can be explored in the class on the digital setup or in the lab.

Exercise
A. Fill in the blanks.
1. ........................... are pre-designed formulas in Excel used to perform calculations.
2. The ........................... function rounds a number to the nearest integer.
3. The ........................... function is used to display the current date.
4. The ........................... function finds the largest number in the given range.
5. A ........................... formula has only one type of operator.
B. Answer in one word or a sentence:.
1. Name the three types of cell references.
2. What is the use of a function library?
3. What is the use of the AutoSum function?
4. What is the need to rename a worksheet?
5. What are constants?

Answers
A. Fill in the blanks.
1. Functions 2. Int() 3. Today() 4. Max() 5. Basic
B. Answer in one word.
1. Relative, Absolute and Mixed
2. Function library stores category-wise functions to help the user select and use any function whenever
required.
3. The AutoSum function is used to quickly find out the total, average, count, max, min etc. of the given
numbers.
4. A worksheet is renamed in order to make it more relevant to the user.
5. Numbers or text values that do not change are called constants.

Lesson Plan 7
 Chapter - 3 Advanced Features of Excel

Total Periods: 5
Prior Knowledge Required:
The student should:
 know the basics of Excel.
Learning Outcomes:
At the end of the chapter, the student will be able to:
 about the components of a chart.
 about types of charts.
 how to create and format a chart.
 about Combo Charts.
 about Sparklines.
 how to apply sorting and filtering.
 about grouping worksheets.
 how to consolidate data.
Teaching Aid:
 Pictures of an Excel screen
 A computer with Excel, smart board, projector etc.
Lesson Connect:
 Elicit from students the basics of Excel they have done in the previous class.
 Give an example of a chart which compares the performance of a student in different subjects.
Discuss how charts are an effective way to display data and help provide a better understanding of
data.

Sub Topics: • 1. Components of a

Chart
Page No: 34-35
2. Commonly Used Chart
Types
Period
Learning Outcomes Methodology
No.
1 • To know about the compo- LESSON CONNECT:
nents of a chart • Discuss the different components of a chart and their features.
• To understand the different • Discuss and demonstrate the different type of charts like Column
types of charts chart, Bar chart, Line chart, Pie chart and Doughnut chart.
• Emphasise that each chart has different features and represents
data in different ways. We can use the type of chart that suits our
purpose, based on the type of data. Give examples to illustrate
this point.

8 Lesson Plan
 LESSON CONCLUSION:
• The students will know about the components of a chart.
• The students will understand the usage of the different types of
charts.
Sub Topics: • 1. Creating a Chart in
Excel
Page No: 35-39
2. Chart Elements
3. Formatting a Chart
Period
No. Learning Outcomes Methodology

2 • To know how to create a LESSON CONNECT:

chart in Excel • Discuss that Excel provides a facility to create an embedded chart
• To know about chart ele- which is displayed along with source data and other information
ments and is saved with the corresponding worksheet when the
• To know how to format a workbook is saved.
chart • Discuss and demonstrate how to create a clustered column chart
in Excel with the desired layout and style. Demonstrate how the
data range can be changed.
• Discuss and demonstrate how to add Chart Title, Axis Title, Data
Labels, Data Table, Legend and Gridlines.
• Discuss that formatting improves the appearance of a chart.
• Discuss and demonstrate how to change the plot area background,
format the legend, change the scale of the value axis and format
the data series.
LESSON CONCLUSION:
• The students will know how to create a chart in Excel.
• The students will know about chart elements.
• The students will know how to format a chart.
Sub Topics: • 1. Combo Chart
2. Sparklines
3. Applying Sorting and
Page No: 39-45
Filtering
4. Grouping Worksheets
5. Consolidating Data
Period
Learning Outcomes Methodology
No.
3 • To know how to create a LESSON CONNECT:
Combo chart • Discuss and demonstrate how a Combo chart is a combination of
• To know about Sparklines two or more chart types in a single chart.
• To understand how to apply • Discuss and demonstrate how Sparklines are mini charts that fit
sorting on data into a single worksheet cell to provide the visual representation
• To understand how to apply of the data.
filtering on data • Discuss that sorting helps you arrange the data either in ascending
• To understand how to group or descending order.
worksheets

Lesson Plan 9
 • To know how to consolidate • Discuss that filtering helps you display only those records that
data meet the specified criteria and hide the rest of the records.
• Demonstrate how Goal Seek calculates a value by performing
What-If analysis on a given set of values.
• Discuss and demonstrate how grouping worksheets facilitates in
editing multiple worksheets at the same time.
LESSON CONCLUSION:
• The students will know how to create a Combo chart.
• The students will know about Sparklines.
• The students will understand how to apply sorting.
• The students will understand how to apply filtering.
• The students will understand how to group worksheets.
• The students will know how to consolidate data.
Sub Topics: • Brain Developer
Page No: 45-47
Period No. 4
Ask the students to solve the questions of the Brain Developer given on pages 45 to 47.
Sub Topics: • 1. Lab Session
2. Knowledge
Page No: 48-49
Enhancement
Period No. 5
1. Take the students to the computer lab and let them perform the activity given on pages 48 and 49.
2. Discuss with the students how nowadays apps are available on smart devices like phones and tablets, which
have facilities to draw charts and perform calculations, although the functionality is scaled down due to the
resource limitations of smaller devices.
Sub Topics: • 1. Group Discussion
2. Project Work
Page No: 49
3. Online Links
Period No. 6
1. Conduct a group discussion with students on the topics given on page 49.
2. The students can be asked to do the project work as a home assignment, or it can be done in the lab.
3. The online links given on page 49 can be explored in the class on the digital setup or in the lab.

Exercise
A. State True or False:
1. You cannot combine two different types of charts in Excel.
2. Legend is the data series of the chart.
3. The scale of an Excel chart is fixed and cannot be changed.
4. The pie chart is a circular chart divided into segments.
B. Name the following:
1. This chart displays data in the form of long rectangular rods that are placed vertically or horizontally in
the Chart area.
2. Mini charts that fit into a single worksheet cell to provide the visual representation of the data

10 Lesson Plan
 3. The chart component which describes the objective of the chart
4. Horizontal or vertical lines which extend across the plot area
5. Feature that helps you display only those records that meet the specified criteria and hide the rest of the
records

Answers
A. State True or False:
1. False 2. False 3. False 4. True
B. Name the following:
1. Bar Chart 2. Sparkline 3. Chart Title 4. Gridlines 5. Filter

Chapter - 4 More on Python

Total Periods: 7
Prior Knowledge Required:
The student should be able to:
 know the basics of programming.
 be familiar with the basics of Python.
Learning Outcomes:
At the end of the chapter, the student will be able to:
 operators in Python.
 algorithms and flowcharts.
 control structures and conditional statements.
Teaching Aid:
 Pictures of the Python screen
 A computer with Python, smart board, projector etc.
Lesson Connect:
 Elicit from the students their prior knowledge of Python programming which they have learnt in the
previous classes.

Sub Topics: • 1. Know about Operators

in Python
2. Types Of Operators in Page No: 50-56
Python
3. Operator Precedence
Period
Learning Outcomes Methodology
No.
1 • To know how to start MS LESSON CONNECT:
Word 2019 • Discuss that operators are symbols that are used to perform
• To know how to enter text mathematical, relational and logical operations on operands to
in a document give meaningful results.

Lesson Plan 11
 • To know the basic opera- • Using examples, discuss about the types of operators provided by
tions in Word Python.
• To know how to select and • Discuss that operator precedence is the order of priority in which
edit text in a document operators are evaluated in an expression. Give examples.
• To know how to insert text • Discuss giving examples, the associativity of operators.
in a document LESSON CONCLUSION:
• The students will know about operators in Python.
• The students will about types of operators.
• The students will know about precedence of operators.
Sub Topics: • 1. Algorithm
2. Flowchart
Page No: 56-58
3. Types of Control
Structures
Period
Learning Outcomes Methodology
No.
2 • To understand the use of LESSON CONNECT:
algorithms and flowcharts • Discuss with the help of examples how algorithms and flowcharts
• To appreciate the need for can be used to understand conditional branching.
control structures in pro- • Discuss that though usually program execution is sequential, at
gramming times the order of execution may need to be changed by repeating
• To understand the types of or skipping the execution of a few statements, subject to a given
control structures and their condition. The flow of execution in such cases is altered by control
functions statements.
• Discuss that there are 3 types of control statements –sequential,
conditional and iterative.
• Give examples and discuss how sequential statements are
executed one by one with no possibility of branching off to
another action.
• Discuss that in conditional statements, the program control gets
transferred to a specific location depending on the outcome of
the conditional expression. Give some examples of situations
where conditional statements are used.
• Discuss that iterative statements repeat a set of statements for
a specific number of times as long as the given condition is true.
Give some examples of situations where iterative statements are
used.
LESSON CONCLUSION:
• The students will understand the use of algorithms and flowcharts.
• The students will appreciate the need for control structures in
programming.
• The students will understand the types of control structures and
their functions.

12 Lesson Plan
Sub Topics: • Conditional Statements
Page No: 58-62
in Python
Period
Learning Outcomes Methodology
No.
3 • To know when and how to LESSON CONNECT:
use conditional statements • Using a real-life example, discuss a situation where we may need
• To understand the three to make a choice to take an action based on a condition. For
different types of condi- example, if it’s cold outside we would wear a coat, or else we
tional statements in Python won’t. Discuss that in Python, conditional branching is used along
and the difference between with various control statements.
them • Discuss that in conditional programming the most important
element is the condition on which the decision is based.
• Discuss with the help of examples how the if, If-else and if..elif..
else statements would be used depending on the conditions to be
evaluated and action to be taken.
• Highlight the differences between the logic used in the three
statements. Use flowcharts or algorithms and ask students to
make some of their own to help them understand.
LESSON CONCLUSION:
• The students will know when and how to use conditional
statements.
• The students will understand the three different types of
conditional statements and the difference between them.
Sub Topics: • Brain Developer
Page No: 63-65
Period No. 4
Ask the students to solve the questions of the Brain Developer given on pages 63 to 65.
Sub Topics: • My Activity
Page No: 66
Period No. 5
Take the students to the computer lab and let them perform the activity given on page 66.
Sub Topics: • 1. Lab Session
2. Knowledge
Page No: 67
Enhancement
Period No. 6
1. Take the students to the computer lab and let them perform the activity given on page 67.
2. Discuss that generally, control statements are common structures in all programming languages except that
the syntax used is different.
Sub Topics: • 1. Group Discussion
2. Project Work
Page No: 67
3. Online Links
Period No. 7
1. Conduct a group discussion with the students on the topics given on page 67.
2. The students can be asked to do the project work as a home assignment, or it can be done in the lab.
3. The online links given on page 67 can be explored in the class on the digital setup or in the lab.

Lesson Plan 13
 Exercise
A. Fill in the blanks.
1. The ………...............…… conditional statement is used to evaluate a condition only once.
2. The if..elif…else conditional statements provide a compact way to perform ………...............…… tests on a
condition.
3. The ………...............…… of an operator refers to the order of priority in which the operators are executed.
4. The ………...............…… operator is used to assign a value to a variable.
B. Answer in one word or a sentence:
1. What is associativity?
2. What are operators?
3. Which are the constructs in a program that control the flow of the execution of statements?
4. Which type of operator will you use to find out if one number is greater than the other?

Answers
A. Fill in the blanks.
1. if 2. Multiple 3. Precedence 4. Assignment
B. Answer in one word.
1. Associativity tells the direction of execution of operators when operators in an expression have the same
precedence.
2. Operators are used to perform different operations – arithmetical, relational and logical - on operands
and give meaningful results.
3. Sequential, Conditional and Iterative.
4. Relational

Chapter - 5 Layers in Krita

Total Periods: 5
Prior Knowledge Required:
The student should be able to:
 be familiar with the basic features and tools of Krita.
Learning Outcomes:
At the end of the chapter, the student will be able to:
 about layers in Krita.
 how to add objects using layers
Teaching Aid:
 Pictures of the Krita Workspace
 A computer with Krita, smart board, projector etc.
Lesson Connect:
 Elicit from the students about the basics of Krita they have done before.

14 Lesson Plan
Sub Topics: • 1. Know about Layers
2. Adding Objects as
Layers
3. Showing and Hiding Page No: 68-69
Layers
4. Renaming and
Deleting a Layer
Period
Learning Outcomes Methodology
No.
1 • To know what layers are LESSON CONNECT:
• To know how to add objects • Discuss that layers are like a stack in which the objects are placed
as layers one over the other or side-by-side.
• To know how to show or • Discuss and demonstrate how to add objects as layers.
hide layers • Discuss and demonstrate how to show and hide layers by using
• To know how to rename a the eye icon present in the Layers panel.
layer • Discuss and demonstrate how to rename a layer.
• To know how to delete a • Discuss and demonstrate how to delete a layer.
layer
LESSON CONCLUSION:
• The students will know what layers are.
• The students will know how to add objects as layers.
• The students will know how to show or hide layers.
• The students will know how to rename a layer.
• The students will know how to delete a layer.
Sub Topics: • Working with Multiple
Page No: 70-71
Layers
Period
Learning Outcomes Methodology
No.
2 • To know how to work with LESSON CONNECT:
multiple layers • Discuss and demonstrate work with multiple layers.
• To create a project in Krita • Discuss and demonstrate how to create a project work with the
multiple layers.
• Discuss and demonstrate how to add text to the image.
LESSON CONCLUSION:
• The students will know how to work with multiple layers.
• The students will know how to create multiple layer projects in
Krita
• The students will know how to add text to the image.
Sub Topics: • Brain Developer
Page No: 71-73
Period No. 3
Ask the students to solve the questions of the Brain Developer given on pages 71 to 73.
Sub Topics: • Lab Session
Page No: 73-74
Period No. 4
Take the students to the computer lab and let them perform the activity given on pages 73 and 74.

Lesson Plan 15
 Sub Topics: • 1. Group Discussion
2. Project Work
3. Online Link Page No: 74
4. Beat the Virus
Period No. 5
1. Conduct a group discussion with students on the topics given on page 74.
2. The students can be asked to do the project work as a home assignment, or it can be done in the lab.
3. The online link given on page 74 can be explored in the class on the digital setup or in the lab.
4. Ask the students to read and follow the COVID tips to protect themselves from the Corona virus.

Exercise
A. State True or False:
1. You cannot rename a layer in Krita.
2. We can change the order of layers anytime while creating a project.
3. Once hidden, a layer cannot be taken back to the workspace.
4. The text tool is used to write any type of text on the image.
B. Answer in one word or a sentence:
1. What is the advantage of layers?
2. Which option is used to add objects as layers in Krita?
3. Why do you use the show/hide feature in layers?

Answers
A. Fill in the blanks.
1. False 2. True 3. False 4. True
B. Answer in one word or a sentence:
1. You can draw and edit objects in one layer without affecting the object in another layer.
2. Import Layer option
3. This helps you to focus on the elements or objects of an individual layer at a time by hiding all the other
layers.

Chapter - 6 Animation using Krita

Total Periods: 5
Prior Knowledge Required:
The student should be:
 the basics of Krita.
 how to work with layers in Krita.
Learning Outcomes:
At the end of the chapter, the student will be able to:
 switch to Animation workspace.
 identify and use the Animation workspace controls.

16 Lesson Plan
 create animation in Krita.
Teaching Aid:
 Pictures of the Krita Workspace
 A computer with Krita, smart board, projector etc.
Lesson Connect:
 Elicit from the students about the animated cartoon shows they have seen on TV or animated games
they may be familiar with. Give them a brief idea of what animation is. Elicit what they have learned
about Krita in the previous class.

Sub Topics: • 1. Switching to

Animation Workspace
2. The Workspace Page No: 77-78
3. Components of the
Animation workspace
Period
Learning Outcomes Methodology
No.
1 • To know how to switch to LESSON CONNECT:
the animation workspace in • Discuss that Krita can be extremely useful for developing highly
Krita interactive websites, online advertisements, computer games,
• To know about the and content for various other devices.
animation workspace • Discuss and demonstrate how to switch to animation workspace
• To get familiar with in Krita.
components of the • Discuss the various elements of the animation workspace, such as
animation workspace the Stage, Tools panel, Timeline, Frames, Keyframes, and Layers.
LESSON CONCLUSION:
• The students will know how to switch to the animation workspace
in Krita.
• The students will know about the animation workspace.
• The students will get familiar with the components of the
animation workspace.
Sub Topics: • 1. Creating Animation
2. Creating a New
Document
3. Renaming Layers Page No: 78-81
4. Adding Animation
5. Properties of the
Animation Panel
Period
Learning Outcomes Methodology
No.
2 • To know how to create LESSON CONNECT:
animation • Discuss and demonstrate how to create animation in Krita.
• To know how to create a • Discuss and demonstrate how to create a new document with
new document with two two layers.
layers
• Demonstrate how to update the width, height, and resolution of
the document.

Lesson Plan 17
 • To know how to rename • Demonstrate how to update the values of content tab such as
both layers background colour and opacity.
• To know how to add and • Discuss and demonstrate how to rename the first and second
run the animation layers.
• To know the properties of • Discuss and demonstrate how to add animation by hiding the
the animation panel other layer and then adding animation to the desired layer.
• Discuss and demonstrate how to add frames in the timeline by
using the add blank frame button.
• Discuss and demonstrate how to set the properties of the
animation panel.
• Discuss and demonstrate how to run an animation.
LESSON CONCLUSION:
• The students will know how to create an animation.
• The students will know how to create a new document with two
layers.
• The students will know how to rename both the layers.
• The students will know how to add and run the animation.
• The students will know how to set the properties of the animation
panel.
Sub Topics: • Brain Developer
Page No: 82-83
Period No. 3
Ask the students to solve the questions of Brain Developer given on pages 82 and 83.
Sub Topics: • 1. Lab Session
2. Knowledge
Page No: 84
enhancement
Period No. 4
1. Take the students to the computer lab and let them perform the activity given on page 84.
2. Discuss how animators from India are creating animations for animated movies all over the world.
Sub Topics: • 1. Group Discussion
2. Project Work
Page No: 85
3. Online Links
Period No. 5
1. Conduct a group discussion with the students on the topics given on page 85.
2. The students can be asked to do the project work as a home assignment, or it can be done in the lab.
3. The online links given on page 85 can be explored in the class on the digital setup or in the lab.

Exercise
A. Fill in the blanks.
1. Krita is a ………………………… and ………………………… source painting and animation program.
2. ………………………… are like transparent sheets stacked on top of one another on the stage.
3. The ………………………… is the speed at which the animation will play when embedded with other apps.

18 Lesson Plan
B. Answer in one word or a sentence:
1. The major components of the Timeline are Layers, Frames, and the Play head.
2. Keyframes are special types of frames, where we define some change to object properties for an
animation like, position, colour, shape, etc.
3. The Add blank frame button is used to add a blank frame in the timeline.
4. The properties of the animation panel are Start, End, Play Speed, and Frame rate.

Answers
A. Fill in the blanks.
1. Free, Open 2. Layers 3. Frame rate
B. Answer in one word.
1. Paint 3D is a simple graphics program which helps us to make colourful drawings.
2. File-> Save as > Save as copy > Image.

Chapter - 7 More on HTML5

Total Periods: 7
Prior Knowledge Required:
The student should know about:
 basic formatting tags used in HTML.
 applications of CSS.
Learning Outcomes:
At the end of the chapter, the student will be able to:
 work with different types of lists.
 create tables and insert images in web pages.
Teaching Aid:
 Pictures of the HTML 5 screen
 A computer with HTML 5, smart board, projector etc.
 A computer with an internet connection to show some websites for better understanding of web
pages and web applications
Lesson Connect:
 Elicit from the students, information about HTML tags and CSS studied in the previous class.
 Elicit some real-life situations where we make lists; shopping lists, to-do lists etc.

Lesson Plan 19
 Sub Topics: • 1. Lists
2. Unordered List Page No: 85-88
3. Ordered List
Period
Learning Outcomes Methodology
No.
1 • To understand the use of LESSON CONNECT:
lists • Discuss giving real-life examples that a list is the most efficient
• To know about unordered way of presenting information in a precise manner.
lists and when to use them • Discuss that there are three types of lists – ordered, unordered
• To know about ordered lists and description list.
and when to use them • Discuss that an unordered list, also known as a bulleted list, is
• To know how to use the used when the items are not required to be displayed in any
<ul>, <ol> and <lI> tags used particular sequence.
to display lists • Discuss about the <ul>. and </ul> tags used for creating an
• To understand how to use unordered list.
the Start, Reversed and • Discuss about the <li> tag used with both ordered and unordered
Type attributes lists.
• Give an example to show the use of <ol> and </ol> tags and the
<li> tag to display an unordered list.
• Discuss that an ordered list, also known as a numbered list, is
used to display items in a specific order. Give an example to show
the usage of <ol> and </ol> tags and the <li> tag to display an
ordered list.
• Discuss that depending on whether the <ul> tag or <ol> tag is
used, the <li> tag will render to show either a bullet or a number.
• Discuss the Start attribute and the Reversed attribute of the <ol>
tag using examples.
• Discuss the Type attribute used for both unordered and ordered
lists to specify the type of bullet or numbers used to mark the
items in the list.
LESSON CONCLUSION:
• The students will understand the use of lists.
• The students will know about unordered lists and when to use
them.
• The students will know about ordered lists and when to use them.
• The students will know how to use the <ul>, <ol> and <li> tags
used to display lists.
• The students will understand how to use the Start, Reversed and
Type attributes.

20 Lesson Plan
Sub Topics: • 1. List Properties
2. Nested List Page No: 89-92
3. Definition List
Period
Learning Outcomes Methodology
No.
2 • To understand the use of list LESSON CONNECT:
attributes, properties and • Discuss giving examples the use of various list properties like LIST-
syntax STYLE-TYPE, LIST-STYLE-IMAGE, LIST-STYLE-POSITION, and LIST-
• To know about nested lists STYLE used to set different list item markers.
and how to use them • Discuss giving examples that a nested list is a list inside another
• To know about definition list list.
and how to use them • Discuss giving examples that a description list consists of a term
followed by its definition.
• Ask the students to practice writing the different types of lists.
LESSON CONCLUSION:
• The students will understand the use of list attributes, properties
and syntax.
• The students will know about nested lists and how to use them.
• The students will know about description lists and how to use
them.
Sub Topics: • 1. Tables
Page No: 92-100
2. Table Properties
Period
Learning Outcomes Methodology
No.
3 • To understand the use of LESSON CONNECT:
tables • Discuss that tables are very popular on the web because they are
• To appreciate the advantag- a flexible and attractive way of presenting information in the form
es of using tables of rows and columns.
• To know how to create • Discuss the advantages of tables.
tables in HTML • Discuss and demonstrate how to create a table in HTML.
• To know about table proper- • Discuss giving examples the different table properties like border,
ties and how to use them alignment, hover, table layout, border spacing, border collapse,
caption-side, empty-cells, height, width and padding, which can
be applied to a table to enhance its looks and appeal.
• Ask the students to write HTML scripts using different table
properties.
LESSON CONCLUSION:
• The students will understand the use of tables.
• The students will appreciate the advantages of using tables.
• The students will know how to create tables in HTML.
• The students will know about table properties and how to use
them.

Lesson Plan 21
 Sub Topics: • 1. Images
2. Attributes of <img>
tag Page No: 101-104
3. Aligning images
4. Images in Table cells
Period
No. Learning Outcomes Methodology

4 • To understand the use of LESSON CONNECT:

adding images on a web • Discuss that you can display graphics, drawings, paintings, charts,
page maps, or photographs on a web page.
• To know how to add images • Discuss the advantages of adding images on a web page.
in HTML
• Discuss and demonstrate how to add images by using the <img>
• To know about the tag in HTML.
attributes of the <img> tag
• Discuss and demonstrate how to use different attributes of the
• To know how to align <img> tag.
images
• Discuss and demonstrate how to align the image.
• To know how to add images
• Discuss and demonstrate how to add images in Table cells.
in Table cells.
• Ask the students to write HTML scripts using the <img> tag.
LESSON CONCLUSION:
• The students will understand the use of adding images on a web
page.
• The students will appreciate the advantages of using images.
• The students will know about the attributes of the <img> tag.
• The students will know how to align images.
• The students will know how to add images in Table cells.
Sub Topics: • Brain Developer
Page No: 105-107
Period No. 5
Ask the students to solve the questions of the Brain Developer given on pages 105 to 107.
Sub Topics: • 1. Lab Session
2. Knowledge
Page No: 108
Enhancement
Period No. 6
1. Take the students to the computer lab and let them perform the activity given on page 108.
2. Discuss how a well-designed website can create a good impact on visitors and create a good image of an
organisation in the minds of people.
Sub Topics: • 1. Group Discussion
2. Project Work
Page No: 108
3. Online Links
Period No. 7
Take the students to the computer lab and let them perform the activity given on page 81.

22 Lesson Plan
Sub Topics: • Project Work
Page No: 82
Period No. 8
1. Conduct a group discussion with the students on the topics given on page 108.
2. The students can be asked to do the project work as a home assignment, or it can be done in the lab.
3. The online links given on page 108 can be explored in the class on the digital setup or in the lab.

Exercise
A. Fill in the blanks.
1. An ........................... list is used when items are not displayed in a particular sequence.
2. The ........................... tag is used to display the list of items contained in both ordered and unordered
lists.
3. The ........................... attribute of the <ol> tag specifies that the items should be in descending order.
4. The ........................... property helps in specifying the space between the border and content in a table.
B. Answer in one word or a sentence:
1. What is a list inside another list called?
2. What does a description list consist of?
3. What are tables?
4. Name the graphic formats which are most widely used.
5. Name the two types of images.

Answers
A. Fill in the blanks.
1. Unordered 2. <li> 3. Reversed 4. Padding
B. Answer in one word or a sentence:
1. Nested list
2. A description list consists of a term followed by its definition.
3. Tables are an attractive way of presenting information in the form of rows and columns.
4. GIF, PNG and JPEG
5. Inline and external

Chapter - 8 Introduction to App Development

Total Periods: 6
Prior Knowledge Required:
The student should be able to:
 what application software is.
 some apps used on mobile phones.
Learning Outcomes:
At the end of the chapter, the student will be able to:
 what apps are.
 about the types of apps and their classification.

Lesson Plan 23
  about the uses of common apps.
 how to download and install apps.
 how to design and develop an app.
Teaching Aid:
 Mobile phone or tab with some common apps
 Computer with internet connection, projector etc.
Lesson Connect:
 Elicit from the students what they know about application software and mobile apps.

Sub Topics: • 1. Introduction to Apps

Page No: 109-111
2. Types of Apps
Period
Learning Outcomes Methodology
No.
1 • To understand what apps LESSON CONNECT:
are • Elicit what the students understand about application software
• To know about the types of and reinforce the concept. Discuss that an app is also application
apps software which is built for smart phones, tablets and other smart
devices.
• Discuss about desktop apps which are apps that are downloaded
and installed on desktops and laptops and usually do not need
web access to work.
• Discuss about web apps which are apps that are browser based
and need web access to work. They use minimum resources of
the device since they run on a remote server.
• Discuss that mobile apps are designed for smaller devices with
limited capacities; hence they have responsive web designs which
can adapt to smaller screens, respond to touch input and do not
need a lot of memory to work. Give some examples.
LESSON CONCLUSION:
• The students will understand what apps are.
• The students will know about the types of apps.
Sub Topics: • 1. Classification of
Mobile Apps
2. Uses of Common Apps Page No: 111-115
3. Downloading and
Installing an App
Period
Learning Outcomes Methodology
No.
2 • To understand the classifica- LESSON CONNECT:
tion of mobile apps • Discuss how mobile apps are classified into native apps which are
• To know the uses of com- developed for a specific operating system & device and hybrid
mon apps apps which contain features of web apps as well as native apps.

24 Lesson Plan
 • To know how to download • Discuss the uses of and facilities provided by mobile apps,
and install apps from Goo- giving examples of educational apps, social networking apps,
gle play store entertainment apps, banking & finance apps and e-commerce
apps.
• Discuss how to download and install an app from Google play
store.
LESSON CONCLUSION:
• The students will understand the classification of mobile apps.
• The students will know the uses of common apps.
• The students will know how to download and install apps from
Google play store.
Sub Topics: • 1. Developing Your Own
App
2. Designing an App Page No: 116-120
3. Coding an App
4. Running the App
Period
Learning Outcomes Methodology
No.
3 • To understand the process LESSON CONNECT:
of developing our own app • Discuss the requirements for developing our own app using the
using MIT App Inventor MIT App Inventor.
• To know how to design an • Discuss and demonstrate how to design the App window.
App in app window
• Discuss and demonstrate how to add functionality in the App by
• To know how to add a code adding a code in it.
in an app
• Discuss and demonstrate how to run the App.
• To know how to test the app
LESSON CONCLUSION:
• The students will understand the process of developing our own
app.
• The students will know how to install Appy Pie App on their
Mobile.
Sub Topics: • Brain Developer
Page No: 121-122
Period No. 4
Ask the students to solve the questions of the Brain Developer given on pages 121 and 122.

Sub Topics: • 1. Lab Session

2. Knowledge
Page No: 123
Enhancement
Period No. 5
1. Take the students to the computer lab and let them perform the activity given on page123.

Sub Topics: • 1. Group Discussion

2. Online Links Page No: 123
Period No. 6

Lesson Plan 25
 1. Conduct a group discussion with the students on the topics given on page 123.
2. The online links given on page 123 can be explored in the class on the digital setup or in the lab.

Exercise
A. Fill in the blanks.
1. ........................... is an example of a desktop based office application.
2. ........................... apps are usually built for a specific operating system and device.
3. ........................... in MIT App Inventor is very similar to Scratch.
4. When the design and code of your app is final, you need to ........................... the app.
B. Answer in one word or a sentence:
1. Name the 3 categories of apps.
2. Name a popular app which allows you to locate a place using digital maps.
3. Name any two popular social media apps.
4. Name the panes available in the App designer window.

Answers
A. Fill in the blanks.
1. MS Office 2. Native 3. Coding 4. Test
B. Answer in one word or a sentence:
1. Desktop apps, web apps and mobile apps
2. Google maps
3. Facebook and WhatsApp
4. Palette, Viewer, Components and Properties

Chapter - 9 Cyber Threats & Security

Total Periods: 6
Prior Knowledge Required:
The student should be able to:
 the internet and its uses.
 internet-enabled devices.
Learning Outcomes:
At the end of the chapter, the student will be able to:
 what Cybercrime is.
 about Cybercrimes against an individual person.
 about Cybercrimes against property.
 about Cybercrimes against an organisation/society,
 about Cyber Security.
Teaching Aid:
 Chart about Cybercrimes
 Chart about Cybersecurity

26 Lesson Plan
Lesson Connect:
 Discuss that there are various types of challenges and threats associated with the use of networks
today which are known as Cybercrime and also the ways of Cybersecurity.

Sub Topics: • 1. Cybercrime

2. Cybercrimes against Page No: 124-125
an Individual Person
Period
Learning Outcomes Methodology
No.
1 • To know about Cybercrime LESSON CONNECT:
• To know about Cybercrimes • Giving examples discuss that Cybercrime is an illegal activity done
against an individual person through the internet.
• Discuss that cybercrimes can be divided into three main categories
– cybercrimes against an individual person, cybercrimes against
property and cybercrimes against an organisation/society.
• Discuss about cybercrimes against an Individual person like email
spoofing, cyber stalking and cyber bullying.
LESSON CONCLUSION:
• The students will know about Cybercrime.
• The students will know about cybercrimes against an individual
person.
Sub Topics: • 1. Cybercrimes Against
Property
2. Cybercrimes Against Page No: 126-129
an Organisation/
Society
Period
Learning Outcomes Methodology
No.
2 • To know about cybercrimes LESSON CONNECT:
against property • Discuss about cybercrimes against property like identify theft,
• To know about cybercrimes phishing and pharming.
against an organisation/ • Discuss about cybercrimes against an organisation/ society, like
society transmitting virus.
• Discuss that a computer virus is a program or a set of programs
that disrupts the normal functioning of a computer and infects or
destroys data.
• Discuss the different types of viruses according to their infectious
target like the Boot virus, Program file virus, Multipartite virus,
Polymorphic virus, Network virus and Macro virus. Discuss how
each virus works.
• Discuss about Cyber Vandalism, Hacking, Cyber Squatting, Forgery,
Cyber Extortion and Cyber Terrorism.
LESSON CONCLUSION:
• The students will know about cybercrimes against property.
• The students will know about cybercrimes against an organisation/
society.

Lesson Plan 27
 Sub Topics: • Cyber Security Page No: 129-132
Period
Learning Outcomes Methodology
No.
3 • To know about Cyber secu- LESSON CONNECT:
rity • Discuss that Cyber security is a collection of technologies,
processes, and practices designed to protect networks, computers,
programs and data from attack, damage or unauthorised access.
• Discuss that Antivirus is a computer program that is designed to
identify, prevent, and remove viruses from a computer. Discuss
the features of an antivirus software.
• Discuss about firewalls, encryption software, Bio-metrics,
Passwords. Backups and Cookies.
LESSON CONCLUSION:
• The students will know about Cyber security.
Sub Topics: • Brain Developer
Page No: 133-135
Period No. 4
Ask the students to solve the questions of the Brain Developer given on pages 133 to 135.

Sub Topics: • 1. Lab Session

2. Knowledge
Page No: 136
Enhancement
Period No. 5
1. Take the students to the computer lab and let them perform the activity given on page 136.
2. Discuss that today, wars are not fought on the battlefield but in the Cyber world where malware programmers
and hackers can access vital information and disrupt people’s lives significantly.
Sub Topics: • 1. Group Discussion
2. Project Work
Page No: 136
3. Online Links
Period No. 6
1. Conduct a group discussion with the students on the topics given on page 136.
2. The students can be asked to do the project work as a home assignment, or it can be done in the lab.
3. The online links given on page 136 can be explored in the class on the digital setup or in the lab.

Exercise
A. Fill in the blanks.
1. Encryption software is used to produce the encrypted text called ........................... text.
2. ........................... is an act of imitating or making a false copy of a document like Birth Certificate, Driving
License etc.
3. Cyber ........................... refers to the act of using the goodwill of a trademark belonging to someone else
and getting benefit out of it.
4. ........................... refers to an illegal entry into a computer system or network.
5. ........................... is an act of sending an e-mail to users misleading them to believe that it is from a
trusted person or organisation.

28 Lesson Plan
B. Answer in one word or a sentence:
1. What is a cookie?
2. Which applications software can be used to encrypt data files and e-mails?
3. Which are the three types of actions that an antivirus software takes on an infected file?
4. Name two popular anti-virus software programs.
5. What is Cyber extortion?

Answers
A. Fill in the blanks.
1. Cipher 2. Forgery 3. Squatting 4. Hacking 5. Phishing
B. Answer in one word or a sentence:
1. A cookie is a text message given to a web browser by a web server.
2. Software applications, such as GnuPg or GPG can be used to encrypt data files and e-mails.
3. Repairs the infected file, deletes the infected file or quarantines the infected file.
4. Quick Heal and McAfee.
5. Cyber extortion is a crime in which the victim is attacked first and then threatened to pay money to stop
further attacks.

Chapter - 10 Introduction to Artificial Intelligence

Total Periods: 5
Prior Knowledge Required:
The student should be able to:
 have knowledge about the future of computers.
 be familiar with the ways in which computers are better than humans.
Learning Outcomes:
At the end of the chapter, the student will be able to:
 know about Artificial Intelligence
 describe applications of AI in different fields.
 know about the various fields related to AI.
Teaching Aid:
 Device which uses AI in day-to-day life
Lesson Connect:
 Discuss that Artificial Intelligence is the technology of the present and future and is here to help you
in your day-to-day life.

Lesson Plan 29
 Sub Topics: • 1. Artificial Intelligence
2. Applications of AI Page No: 137-140
3. Benefits of AI
Period
Learning Outcomes Methodology
No.
1 • To understand Artificial LESSON CONNECT:
Intelligence • Discuss that AI or Artificial Intelligence is the ability of a machine
• To know about Applications to perceive its environment and take decisions in order to achieve
of AI in various places a definite goal.
• To know the benefits of AI • Discuss the application of AI in different fields and how it helps in
taking better decisions and obtaining better results.
• Discuss how AI is used in various fields like agriculture, education,
medicine, etc.
• Discuss the benefits of AI through AI-enabled services.
LESSON CONCLUSION:
• The students will understand Artificial Intelligence.
• The students will know about Applications of AI in various places.
• The students will know the benefits of AI in day-to-day life.
Sub Topics: • 1. Various fields of AI
2. Artificial Intelligence Page No: 140-143
in Your Day-to-Day
Life
Period
Learning Outcomes Methodology
No.
2 • To learn about the various LESSON CONNECT:
fields of AI • Discuss the various fields of AI, such as machine learning, big
• To learn about artificial data, natural language processing, computer vision, and robotics.
intelligence in your day-to- • Discuss the list of AI tools that are regularly used in everyday life.
day life
• Discuss the use of AI in various features of the Google search
engine to suggest relevant search topics.
• Discuss how Alexa uses natural language processing to interpret
voice commands and convert them into text commands.
• Discuss how apps like Google Maps make use of AI to update a
commuter about traffic congestion.
LESSON CONCLUSION:
• The students will know about the various fields of AI.
• The students will know about artificial intelligence in their day-
to-day life.
Sub Topics: • Brain Developer
Page No: 143-144
Period No. 3
Ask the students to solve the questions of the Brain Developer given on the pages 143 and 144.

30 Lesson Plan
Sub Topics: • 1. My activity
2. Lab activity
3. Knowledge Page No: 145-146
Enhancement
Period No. 4
1. Take the students to the computer lab and let them perform the activity given on page 145
2. Discuss how AI is important in the agriculture field.
Sub Topics: • 1. Group Discussion
2. Project Work Page No: 146
Period No. 5
1. Conduct a group discussion with students on the topics given on page 146.
2. The students can be asked to do the project work as a home assignment, or it can be done in the lab.

Exercise
A. State True or False:
1. AI-based chatbots can solve customer support-based queries 24 × 7.
2. AI-based apps use an inaccurate algorithm for processing the data.
3. Google Maps make use of AI to update about traffic congestion.
4. NLP is a field that deals with the idea of computers replicating human vision.
B. Answer in one word or a sentence:
1. Name any two streaming apps that use AI in their recommendation features.
2. What is machine learning?
3. How does Goggle Maps help in locating a destination?
4. What is the use of AI in hazardous exploration?

Answers
A. State True or False:
1. True 2. False 3. True 4. False
B. Answer in one word or a sentence:
1. YouTube and Netflix
2. Machine learning is a field that deals with building technology that can be used to program machines in
a manner that the machines can learn independently.
3. Google Maps offers real-time traffic conditions and step by step directions to reach a destination by any
mode of transportation. AI has a process for doing this. While you are travelling in your car, AI calculates
the average speed of your car and the distance between your current location and destination.
4. AI technology can be used for hazardous exploration. Organisations involved in disaster management
are developing robotic technologies that can be used in search and rescue operations that involve taking
a huge risk.

Lesson Plan 31