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ComputerBook IVComputerBook IVo

In this lesson you will learn:Revise the topics from level IV.

Revision of level IV

1Lesson

mA

Tejas and Jyoti were showing the cups they won in the workshop that they attended in summer vacation. Moz: Congratulations. What was the workshop about and how did you win these cups?Tejas: We went for a workshop in summer which was of 5 days duration. Each day we had a different theme and at the end of the day there was a competition, where

we had fun solving problems, innovating and teaching something new to the participants.Moz: What were these activities? Jyoti: First there was a drama that was enacted. The actors are stuck at a point with a problem. We had to solve this problem. Till the correct solution was found the actors stood like statues!

Moz: That is interesting. What was the problem? Tejas: Four friends Shyam, Seeja, Fatima, George go on a trek. While trekking on the dark new moon night they see a flooded stream that they have to cross. They find an old wooden bridge to cross the flooded stream. A notice is found by the children near the bridge.

It was raining. The water level in the stream is rising. A native of the place comes and tells the trekkers that if they do not cross the bridge in 20 to 25 mins they will not be able to cross as the water will start flooding the bridge. They have only one flash light. Each of the trekkers say aloud:

Shyam: I can cross in 1 min.

Seeja: I can cross in 2 mins

Fatima: I can cross in 5 mins

George: I can cross in 10 mins.

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ComputerBook IVComputerBook IVo

Jyoti: There were 10 of us with two participants in each team. We were given five minutes to solve the problem. The first team that comes up with the correct solution is given a golden star.Moz: How did you solve the problem? Jyoti: We discussed the goal, information given, conditions. Then we used information and conditions for reasoning. We solved the problem in less than 3 mins. We were the first to successfully solve the problem.Moz: Good. Write your approach to the problem and the solution.

I. Understand the problemAs the problem unfolded notes were taken quickly as we knew we had to solve a problem.

II. IdentifyGoal: What is the goal?

The four children have to cross the bridge. Information: What is the information available?

There are four friends Seeja, Shyam, Fatima and George.•It is dark. Shyam has a torch in her hand. Length of bridge is 100 •meters.Shyam can cross in 1 min.•Seeja can cross in 2 mins.•Fatima can cross in 5 mins and•George can cross in 10 mins.•Hig tide will start in 25 mins.•It is dangerous to cross during high tide.•

Conditions – What are the conditions?Only two persons at a time can cross the bridge.•Torch should be used on dark nights.•The children have to cross the bridge within 25 mins.•

III Solve: Achieve the goal by using the given information and following the conditions.

Reasoning: One of the friends has to keep moving up and down the bridge as there is only one torch light. The one who is coming back to take the next person should take least amount of time to cross the bridge.

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Solution: Work out the solution in step wise manner. Since Shyam can cross in the least amount of time Shyam moves up and down the bridge. Shyam holds the torch and one by one the others should accompany her and cross the bridge.

The sequence of crossing the bridge:Shyam + Seeja cross the bridge and Shaym goes back. 1.

Time taken = 2 + 1= 3 mins.Shyam + Fatima cross the bridge and Shyam goes back. 2.

Time taken = 5 + 1= 6 mins.Shyam + George cross the bridge. 3.

Time taken = 10 = 10 mins. Total time taken = 3+6+10 = 19 mins.

All four friends cross the bridge in 19 mins and are safe on the other side of the bridge.

Moz: Very good. You have used logical reasoning and step wise thinking to solve the problem.Tejas: We did this without writing on paper. We did it by discussing each step.Moz: Good. What was the next task where you won the cup?Jyoti: We had to collect 5 gold stars to get the cup.Tejas: We had to show the above problem creatively using an animation or an illustration or a puppet show or some other form that each team is conversant with. Moz: Interesting. So what did you do?Jyoti: We chose to build an animation using Scratch. Tejas: First we decided on the sprites and back ground. Jyoti: Tejas painted the background using Tux paint.

Main steps:Four friends walk towards the bridge.1. Read the notice. 2. Listen to the native.3. Discuss the problem.4. Implement the solution.5.

Moz: Did you plan before starting to build Scratch blocks?Tejas: Yes. Since it was enacted, it was easy to plan scratch blocks of each sprite and the back ground..

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Detailed steps:Walk towards the bridgeFor each Sprite :

Four friends walk towards the bridge.1. Change costume to make the trekker •look like it is walking.Stop at the bridge.•

Read the notice near the bridge.2. Seeja reads the notice.•

Built in 1925Length of the bridge is 100 meters.Can support only two persons at a time.Use a torch to cross the bridge on dark nights.

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Listen to the native.3. The native walks towards the trekkers. •Tells the trekkers about the flooding and the time that the trekkers have to cross the •bridge.

Discuss the problem. 4. Each trekker says that time he or she takes to cross the bridge.•Reasoning is also discussed by the trekkers.•

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Implement the solution.5. Repeat till all trekkers have reached the other side of the bridge•Shyam moves with one trekker to the other side of the bridge.•Shyam comes back to pick the next trekker.•

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Jyoti: If we use the instruction, then we have to keep calculating the number of minutes and seconds that each Sprite has to wait to take the next action. But when we use and , after a message is broadcast, the Sprite that has to take action receives the message and takes action. Tejas: For example, after the trekkers walk towards the bridge and stop then only Seeja starts to read the notice. So after the trekkers stop walking, a message is broadcast which only Seeja will receive and then read the notice.

Tejas: We decided to use the following two statements for coordination between the Sprites: , .

Moz: Why these two and not ?

A signal is an indication given to another person. In Scratch a signal is sent to other Sprites through a message using the instruction Broadcast.

Coordination is the act of coordinating, making different people or things work together for a goal or effect. In Scratch, coordination between multiple Sprites can be achieved by the instructions broadcast and When I receive.

CONCEPTS

CONCEPTS

Moz: Excellent. Now show me your project.Moz: Very good. Have you done the magic project of class IV?Tejas: Yes. We have done.Moz: Show me the code where the girl is lifted up by the magician just by waving the magician’s wand.Jyoti: Here it is.

The Stage with the magician and the girl

Script for the magician Sprite

Script for the girl Sprite

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Moz: Very good. Now tell me, what was the next activity where you collected the third gold star?Jyoti: We had to teach other groups some game or exercises. We taught them the asanas.Tejas: First we explained the benefits of the asana before teaching it to others.Jyoti: We also made sure that correct posture and breathing is followed by the groups.Tejas: The judges appreciated our explanations about the asanas. This was one reason why we got the gold star for this activity.Moz: What were the asanas that you taught?

Moz: Impressive. What was the last activity where you won the 4th gold star?Tejas: This was a big task. We were given 50 words. We were given 5 crossword boards. In this crossword puzzle there were no clues. We had to solve the crossword puzzles using the 50 words. Jyoti: First it looked enormous. But when we started looking at the words we knew the answer. Tejas: We could see that the words can be grouped into various categories. Following are the groups and the words that were categorized under these groups.

Each point on the stage is represented by x coordinate and y coordinate. x-coordinate is the perpendicular distance of the point from x-axis and y-coordinate is the perpendicular distance of the point from y-axis. On the Scratch Stage x-coordinate varies from -240 to 240 and y-coordinate varies from -180 to 180. Points in the first, second, third and fourth quadrants are (x,y), (-x,y), (-x,-y) and (x,-y) respectively.

CONCEPTS

Pranayama(Calms mind and improves concentration)

Eka Pada Pranamasana(To strengthens leg, ankle and foot muscles)

Natarajasana(Balances the body and develops mental concertration)

Eka Padasana(Strengthens arms, wrist, hips and leg, muscles)

Natavarasana (Develops concerntration)

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Delicious, Kingfisher, France, Sweden, Cauvery, Ireland, Bangladesh, Doha, Dubai, Mississipi, England, Jetairways, Swiss, Lufthansa, Emirates, Missouri, Amazon, Ganges, Narmada, Krishna,India, America, Spicejet, Hilarious, Santro, Germany, Ford, Beautiful, Chevrolet, Ford, Charming, Slippery, Victorious, Nile, Fiat, Onyx, Mercedes, Porsche, Hudson, Wasteful, Splendid, Northwest,United Icelandair, Prickly, Jealous, Honda, BMW, Continental, Tata Indigo.

Adjectives Countries Airlines Car makers Rivers

DeliciousHilariousBeautiful

CharmingSlippery

VictoriousWastefulSplendidPricklyJealous

IndiaAmericaGermany

FranceSwedenEnglandIreland

BangladeshJapanDubai

KingfisherJet Airways

SpicejetNorthwest

UnitedIcelandair

SwissLufthansaEmirates

Continental

ChevroletFord

HondaMercedes Benz

FiatPorscheBMWToyotoSkodaSantro

NileOnyx

HudsonCauveryKrishna

MississipiMissouriAmazonGanges

Narmada

Tejas: After solving the crosswords with these words, we had to put the crossword boards in an envelope which was labelled with our group name “Masti” and give it to the judge.Jyoti: This whole activity was like organizing files into folders. Moz: Correct. Can you explain this with an example?

Masti Root Folder

Adjectives Countries Airlines Car makers Rivers

Moz: Good. Now, look at the files that I have on the desktop. Now organize these. You can assume that these files belong to the group “Masti”.

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Lesson Outcome

After you have studied this lesson, you will

be able to:

Recall what was learn in book IV, such as

Logical thinking, Scratch programs,

Asanas, naming and organizing files.

Jyoti and Tejas discuss and organize the files as follows:

Moz: Very good. Did you come across any more file extensions while using the computer? Jyoti: Yes. Scratch projects are stored with an extension .sb .Moz: Good. Whenever you save a file look at the extension of the file. This will help you to recognize the type of file and the extension that is given to it by a particular application.

Tejas: How did you get the information in these files that are on the desktop? Moz: From various resources like library, internet, friends. You will soon learn about gathering information and organizing it. Chin Chinaki...The crossword puzzle solved by Tejas and Jyoti is given as a worksheet on page number 16.

File names have extensions. The extension is added to the name of the file by the activity with which you create the file. We can identify the type of content in a file by the file extensions.Example: Type of a file and its extension

.png• or .jpg - paintings, photographs or any image.

.avi • or .mp3 – music

.txt• or .doc or .odt – text files Info

OpenOpen

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From the clues given below you have to find out what I am.1. I am ___________.i.

I have many shapes and sizes.a. I am the solution.b. You lose me then you cannot enter.c. I am used to make music.d. You need me to drive.e.

I am ________________.ii. I am a steady runner.a. I work nonstop.b. I am in many gadgets.c. Correct me if I am wrong.d. I am busy as a bee.e.

I am _______________.iii. I am dark.a. Light and Sun are my friends.b. I disappear with darkness.c. I am long.d. I am short.e.

Rearrange the following six match sticks to write a word which means nothing, 2. in the box given below.

WORKSHEETSBook V Lesson 1

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From the first 10 digits that is 1 to 10 find two whole numbers which are as 3. follows:

Difference of their squares is a cube and•The difference of their cubes is a square.•

There were three little bears, Pintu, Chintu and Swali, who built houses - one 4. of straw, one of sticks, and one of bricks. By reading the six clues, figure out which bear built each house, the size of each house, and the city in which each house was located.

Use a chart to keep track of your information. For each column that you fill up write the logical reasoning used.

For example: Using the first and 3rd clue we can •logically say that Pintu bear built a straw.

Pintu bear did not build a brick house. 1. The straw house was not medium sized. 2. Chintu bear’s house was made of sticks, and it 3. was neither medium nor small. Sawli bear built her house in Pleasantcity. 4. The house in Hillycity was large. 5. One house was in a town called Joycity. 6.

WORKSHEETSBook V Lesson 1

1. Goal: Find two whole numbers.2. Information: ___________________________________________________________________________________________3. Condition: _________________________________________________________________________________________________________________________________________________4. Reasoning: _____________________________________________________________________________________________________________________________________________________________________________________________________

City Size Material

Pintu Straw

Chintu

Sawali

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WORKSHEETSBook V Lesson 1

Scratch blocks for background and two sprites are given below. Find out what 5. the project is about. The costumes of the background are also given below.

Write your answer here:

Instruction blocks of background

Script of Sprite nextScript of Sprite restart

Costumes of background

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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WORKSHEETSBook V Lesson 1

Some things are soft while some are hard, some dissolve in water while some 6. absorb in water. Each thing has its own property. Listed below are some things and types of things. Group the things under their respective type. One example is given.Things: paper, stone, wooden rod, wire, tamarind, stone pillar, sugar, sponge, rope, cloth, mango, rice, salt, clay, bone, citric acid, clothes, pineapple, cotton, soil

Group the words as per their type. i. Add atleast one more thing under each group.ii.

Things which are soft a.

Things which are hardb.

Things which absorb waterc.

Things which dissolve in waterd.

Things which are made into a pulpe.

Things which can be crumbledf.

Things which crumbleg.

Things which can be twistedh.

Things which cannot be twistedi.

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

_________________________________________

Cotton

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WORKSHEETSBook V Lesson 1

Solve the crosswords using the words in the lessons on 7. page 11.

S

B

a

d

s

o

r

r

i

f

d

r

w

t

a

j

t

k

Airlines

Adjectives

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WORKSHEETSBook V Lesson 1

Countries

d

en

nm

r

a

o

C

x

s

i

n

o

g

p

n

t

r

P

e

a

T

w

Rivers

Car makers

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Book V Lesson 1

NameSurprisei. : Move your mouse over the letters to see a surpise. To open the project follow the step: Scratch--> Examples---> Names ----> NameSurpriseActivities to do:

Change the name to your name.•Change the surprises to picture of things •that start with that letter. For example: if you click on ‘a’ it should show an apple.

Psycache2. : This consists of a variety of activities that you can play using mouse skills. For instance,in the move activity movement of mouse erase the cache step by step and the picture appears. In the click activity, movemouse all over the screen area to find photographs hidden in a landscape.To play this game do the following: Applications ---> education ---> P sycache

Celestia: 3. Celestia is a real-time space simulation that lets you visually experience our universe in three dimensions. To observe and explore the Solar System and beyond. Learn the unbelievable size and magnitude of our universe first hand, with a journey from the surface of Earth to the far reaches of our observable universe at hyper speed. To enjoy this activity, do the following: Applications ---> education ---> Celestia

Open the following Scratch project and do the activities.1.

ACTIVITY

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Group Activity:Divide the class into 7 groups of students. On small sheets of paper write the following:hands, shoulders, legs, balancing, eyes, posture, care of computers. Fold these papers and put them in a bowl. One student from each group picks up one of the folded papers from the bowl. The group then demonstrates one of the asanas which strengthens the part of the body written on the paper. Note that if the paper has posture or care of computers on the paper then the group should narrate at least two do’s and don’ts about what they pick up. After one round the papers are folded and put back into the bowl. Start another round of demos. Students should remember that the asanas that were demonstrated cannot be repeated in the subsequent rounds.

Book V Lesson 1

Explore!Find out the different exercises/poses in different 1. cultures that are similar to asanas you learned.Find out what are the other programming languages 2. besides Scratch.

Write scratch blocks for the aeroplane.4. Take offi. Landingii.

Hint: Use , , .

Natarajasana(Balances the body and develops mental concertration)

ACTIVITY

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The objective of this lesson is to revise the topics covered in Book IV. Learning is more profound if students build new knowledge on the basis of the concepts and skills already acquired. Hence, it is important to teach this lesson thoroughly. Begin by asking the students to list the different topics learnt last year.

Ask the students to role play the situation presented in the lesson and solve the problem. Select four students to play the role of Seeja, Shyam, Fatima and George. You can tell the remaining students that they have to help their friends to solve the problem. Ask them to list the goal, the information available and conditions. Motivate them to apply reasoning to solve the problem in step by step manner.

Now ask the students to program the situation using Scratch. The lesson provides the main and detailed steps for the activity. Use this as guideline to lead the discussion. You can get the student to write the script and make the Scratch project in the lab session. Use this opportunity to revise the functions of different instruction blocks in Scratch. Tell them that they will learn to use additional instructions that can make their program more interesting.

Play a game (example: passing the parcel) to revise the different exercises/asanas that they have learnt in previous classes. Emphasize that exercises for eyes, wrist, hands, shoulders, waist, neck help to prevent oneself from computer related injuries.

Narrate a situation where the students have to organize the given material. For example, how things organized in the teacher’s room. Else, get them to learn by observation. For instance, visit a library and observe that the books are arranged according to a particular theme, such as subject, alphabetic order, author name and so on. Ask them why is it essential to organize the files on the computer and how they can do it. Question them on different file extensions and how to identify the nature of the file from knowing the extension. Encourage the students to give names of different file extensions. Ask them what is the functions of folders and what is a directory structure. Summarize the discussion and emphasize the importance of organizing information. Tell them that they will learn more details about it this year.

End the lesson by summarizing the different topic covered in the Level IV. Give students adequate hands-on practice, especially in Scratch so that students lagging behind/new to CM can catch up with the rest of the class.

Further Reading:http://school.discoveryeducation.com/brainboosters/http://www.aimsedu.org/Puzzle/categories/logical.htmlhttp://www.e-learningforkids.org/courses.html#science

Teacher’sCorner

Book VLesson 1

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Teacher’sCorner

Book VLesson 1