sow computer grade 1 ist term (1).ujnocx

this is a sow of grade 1 of computer

1. SOWS OF GRADE 1
Computer
IST TERM & 2
nd
Term

2. Smart STEM High School,
“OS East (Sector–B) Campus”
Capital Smart City
First term syllabus (Grade 1 Computer)
S.no Month Unit Lessons/topics, text book/ Workbook page reference Duration
1 April

Chapter 1: A Computer A Machine and The Computer Pg 1-2 2week
10 days 2 Chapter 1: A Computer Tricky Terms, Computer manners, worksheet and Exercise Pg 3-6
3

May

Chapter2: Parts of a Computer Monitor and CPU box Pg 7-9
5 weeks
22

days
4 Chapter2: Parts of a Computer Keyboard and Mouse Pg 10-11
5 Chapter2: Parts of a Computer Speakers and Printers Pg 12
6 Chapter2: Parts of a Computer worksheet and Exercise Pg 13-16
7 Chapter3: Uses of a Computer Playing games on a Computer and Typing Pg 17-18
8 June Chapter3: Uses of a Computer Making Drawings and Solving Sums Pg 19-20 1 week
(5 days)
9 August


Chapter3: Uses of a Computer Listening to Music and watching cartoons and movies Pg 20 3 weeks
14 days

10 Chapter3: Uses of a Computer At school, At home and computer manners Pg 21-22
11 Chapter3: Uses of a Computer worksheet and Exercise Pg 22-26
12
September


Chapter 4: Know your
Keyboard
Keys on keyboard and Alphabets keys Pg 27-28
4 weeks
20 days 13 Chapter 4: Know your
Keyboard
Number keys, Spacebar key , Enter key, Backspace key and Delete key 28-30
14 Chapter 4: Know your
Keyboard
Tricky terms, worksheet and Exercise Pg 31-35
15 Revision Revision
16 October Revision Revision 1+2
weeks
14 days

3. Smart STEM High School,
OS East (Sector–B) Campus
Unit wise Didtribution of Syllabus (2024)
Ist Term
Week
#
Unit # & Topics SLO’s/ Objectives & Skills CW & Brief Methodology Resources and Assessments
1 Unit:
Chapter 1: A
Computer

Topics:
 A Machine and
The Computer
 Humans and
Computer
Pg 1-2
Students will be able to:
 Explain what a machine is.
 Discuss different machines
found inside and outside
the house..
 Explain that the computer
is also a machine.
• Describe what one can do
using a computer.

Skills:
 Design Thinking
 Critical Thinking
 Team work
Introduction:
Before formally beginning the chapter, introduce the
topic in an informal way to the students by showing
them
the objects, books, and magazines you have brought in
class.
Reading: students read from the text with your
assistance and point to the pictures of different
machines. Elaborate
that there are different kinds of machines used in day-to-
day life and the reason why we use machines is to
make our lives easier.
Draw Your Favorite Machine: Encourage students to
illustrate a machine they like.
Identify Machines: Show pictures of common machines
and ask students to name them.
Simple Machines: Introduce basic machines like levers,
pulleys, and wheels.
Computer Exploration: Let students explore a simple
computer program or educational website.
Role Play: Act out scenarios where students pretend to
be different machines (e.g., a clock ticking, a car
moving).

Resources:
 Text book Oxford
keyboard (third
edition)
 Smart board
 Notebook



Assessment:
 Responses from the
students about the uses
of a calculator, a mobile
phone, and a camera
 explain what a machine
is.
• describe what one can do
on a computer.

Grade: 1 Subject: Computer

4. CW:
 Solve activity at Pg 2
 Descriptive Type Questions
Question 3 Part (a & b) Pg 9 to be done by the
students on their notebook.
HW: Play a Rocky, the Rabbit game at home on
Computer.
2
Unit:
Chapter 1: A
Computer

Topics

Tricky Terms,
Computer
manners,
worksheet and
Exercise Pg 3-6
Students will be able to:
 Know about Tricky Terms.
 Know about Computer
manners and its
implementation in Lab...
 Solve exercises and
worksheet by giving his
own suitable answers
Skills:
 Critical Thinking
 Brain storming
 logical reasoning
 Time management

 Count the numbers of animals using computers and
write the number in box provided. Pg 4
In the Lab: Write any three points of difference
between you and a computer.
 Make a list of any five machines that you can see.
Group Project: Create your own paper poster showing
Computer rules and share experiences in class.

CW:
 Solve Worksheet on Pg 6
 Descriptive Type Questions
Question 1 Part (c, d & e ) Pg 10 to be done by the
students on their notebook.
H.W: learn tricky terms
Machines, Computer
Resources:
 Text book Oxford
keyboard (third
edition)
 Smart board
 Notebook

Assessment:
 Explain Tricky Terms
 Explain the importance
of machine and
computer.
 Encourage students to
give you a recap of the
main points they have
learnt in the lesson.
3 Unit:
Chapter2: Parts of
a Computer

Topics
 Monitor
 CPU box
Pg 7-9
Students will be able to:
 Learn Computer manners.
 Compare a monitor with a
television.
 Identify the CPU box.
• Describe what it contains.
• Write the full form of CPU.
 Recall what the CPU is
Identify a Computer Monitor:
Show pictures of a computer monitor and a television.
Ask the students to identify which one is the computer
monitor.
Compare a Monitor with a Television:
 Display images of a computer monitor and a
television side by side. Discuss the similarities and
differences with the students.
Resources:
 Text book Oxford
keyboard (third
edition)
 Smart board
 Notebook

Assessment:

5. also known as.

Skills:
 Brainstorming
 Critical Thinking
 Team work
 Problem solving
 Show a picture of a computer setup, including the
CPU box. Ask the students to point out the CPU.
Describe What the CPU Contains:
Use visual aids (charts or diagrams) to explain the
components inside the CPU box. Discuss each
component briefly.
Write the Full Form of CPU:
Provide the acronym “CPU” and ask the students to
guess what it stands for. Then reveal that it stands for
“Central Processing Unit”
Recall What the CPU Is Also Known As:
Discuss with the students that the CPU is often called the
“brain” of the computer. Ask them why they think it’s
called the brain.
CW:
 Solve activity at Pg 8
 Descriptive Type Questions
Question 3 Part (a b & c) Pg 14 to be done by the
students on their notebook.
HW: Make a list of all Parts of a Computer that you saw
and try to draw their pictures.
 Quiz Conduction about
Various Parts Of
Computer
4 Unit:
Chapter2: Parts of
a Computer

Topics:
 Keyboard
 Mouse
Pg 10-11
Students will be able to:
 Identify a keyboard.
 Explain the use of a
keyboard.
 Identify the mouse.
 Demonstrate the use of a
computer mouse.

Skills:
 Brainstorming
 Critical Thinking
Introduction
 Gather the students in a circle or at their desks.
 Show them pictures of a keyboard and a mouse.
 Ask if anyone knows what these devices are called
and what they are used for.
Discuss the Use of a Keyboard
 Explain that we use the keyboard to write emails,
search the internet, and create documents.
 Demonstrate typing a simple sentence (e.g., “Hello,
my name is [your name].”) on the computer.
 Encourage students to take turns typing their names

Resources:
 Text book Oxford
keyboard (third
edition)
 Smart board
 Notebook

Assessment:
Recap what they’ve learned

6.  Team work
 Communication
or short sentences.
Identify the Mouse:
 Point to the mouse picture.
 Ask the students to identify the device.
 Explain that a mouse is an input device used to move
the cursor on the computer screen.
 Discuss the different parts of the mouse (left button,
right button, and scroll wheel).
Demonstrate Mouse Usage:
 Show how to hold the mouse correctly (with one
hand on top and the other on the side).
 Place the cursor on an icon or a program on the
desktop.
 Click the left mouse button to open the program.
 Demonstrate scrolling using the scroll wheel.
 Encourage students to take turns practicing with the
mouse.

CW:
 Solve activity at Pg 8
 Descriptive Type Questions
Question 3 Part (d & e) Pg 14 to be done by the
students on their notebook.
HW:
 Create a simple art using keyboard characters (e.g.,
smiley faces, animals)
about keyboards and mice.
Ask questions like:
 “What is a keyboard used
for?”
 “How do we move the
cursor on the screen?”
 Reinforce the importance
of using these devices
gently and taking care of
them.

5 Unit:
Chapter 2: Parts
of a Computer

Topics:
Students will be able to:
 Students will be able to
recognize speakers in
everyday devices (e.g.,
computers, televisions,
Speaker Scavenger Hunt
 Show students pictures or models of devices that
have speakers (e.g., a computer monitor, a TV, a
toy).
 Ask them to identify where the speakers are located
Resources:
 Text book Oxford
keyboard (third
edition)
 Smart board

7.  Speakers
 Printers
Pg 12
radios) and understand
their purpose.
 Explain what speakers are
used for.
 Describe the use of a
printer.
 Explain what a printout is.


Skills:
 Exploration
 Discussion
 Creativity
on each device.
 Discuss why speakers are essential in these devices
(e.g., to play music, provide sound effects, or allow
communication).
Speaker Show-and-Tell:
Instructions:
 Each student takes turns presenting the speaker they
brought (or a model).
 They describe what a speaker is, how it works (e.g.,
vibrating cone), and its purpose (to produce sound).
 Encourage them to use simple language suitable for
their grade level.
Printer Storytime
Picture books or printed images.
Instructions:
 Read a short story or show picture books related to
printers (e.g., a character printing a drawing).
 Discuss why characters in the story use printers (to
create paper copies of digital content).
 Ask students to share their experiences with printers
(e.g., printing drawings, letters).
Printout Art Gallery
Instructions:
 Provide students with printed images (e.g., animals,
shapes, simple drawings).
 Discuss what a printout is (a paper copy of
something digital).
 Ask students to create their own printouts (e.g., draw
a picture, print it, and display it in a mini art gallery).

CW:
 Notebook

Assessment:
Practical tasks:
 such as identifying
printer components
 Demonstrating speaker
recognition in real-world
scenarios.

8.  Solve Ex Qs no. 1 on book.
HW: Learn Tricky terms:
Monitor, CPU and Keyboard

6 Unit:
Chapter 2: Parts
of a Computer

Topics:
 worksheet and
 Exercise
Pg 13-16

Students will be able to:
 Know about Tricky Terms.
 Know about Computer
manners and its
implementation in Lab...
 Solve exercises and
worksheet by giving his
own suitable answers
Skills:
 Critical Thinking
 Brain storming
 logical reasoning
 Time management

 Circle and color the objects that are parts of a
computer. Pg 13
In the Lab: Make a list of all the parts of a computer
that you saw and try to draw their pictures.
 Look carefully at the computer and see how it is
joined together by cables. Which Parts are connected
to electricity.
Group Project: Explore Typing and Printing
Each member of the group can type their own name and
make a paper printout of your efforts. Students may
display their first Print on the Wall near Computer.
CW:
 Solve Worksheet on Pg 16
 Descriptive Type Questions on Pg 10 to be done by
the students on their notebook.
H.W: learn tricky terms
Mouse, Speakers and Printer.
Resources:
 Text book Oxford
keyboard (third
edition)
 Smart board
 Notebook

Assessment:
 Explain Tricky Terms
 Explain the importance
of machine and
computer.
Encourage students to give
you a recap of the main
points they have learnt in the
lesson.
7 Unit:
Chapter 3: Uses
of a Computer

Topics:
 Playing games
on a Computer
and
 Typing
Pg 17-18
 Discuss the use of
computers in playing
games.
 Show how to type on a
computer.
 Identify different types of
games (e.g., video games,
board games
 They will recognize
various game genres and
Introduction:
 Begin by discussing with students what they know
about computers and games. Ask questions like:
 Have you ever played games on a computer?
 What types of games do you like to play?
 Explain that computers can be used for many things,
including playing games.
Identifying Different Types of Games
 Show students examples of different types of games,
such as video games and board games.
Resources:
 Text book Oxford
keyboard (third
edition)
 Smart board
 Notebook

Assessment:
 Informally assess
students' understanding

9. their characteristics.
 They will engage in
thoughtful conversations
about responsible gaming
practices
Skills:
 Critical Thinking
 Brain storming
 logical reasoning
 Time management

 Discuss the characteristics of each type of game.
 Ask students to identify which type of game they
prefer and why.
Typing Practice
 Show students how to type on a computer keyboard.
 Demonstrate how to find letters and type simple
words.
 Have students practice typing their names or simple
words on a computer keyboard.
Conclusion:
 Review the key points of the lesson, including the
use of computers in playing games, typing on a
computer, identifying different types of games,
recognizing game genres, appreciating the cognitive
benefits of gaming, and engaging in responsible
gaming practices.
 Allow students to ask any final questions or share
their reflections on the lesson.
CW:
 Solve activity on Pg 19
 Descriptive Type Questions
Qs part(a) on Pg 23 to be done by the students on
their notebook.
H.W: learn tricky terms
 Provide worksheets with simple words or sentences
for students to practice typing on a computer
keyboard.
 Include pictures or illustrations to make it more
engaging for them.
 Assign a few words or sentences each day for them
to practice typing at home.
throughout the lesson
through observation and
participation in
discussions and activities.
 Encourage students to
demonstrate their typing
skills and ability to
identify different types of
games.

10.  Encourage them to ask their parents or guardians for
help if needed.
 Assign students a research project where they learn
more about the history of computer games.
 Provide resources such as books or websites suitable
for their age level.
 Ask them to create a simple presentation or poster to
share with their classmates when they return to
school.
8 Unit:
Chapter 3: Uses
of a Computer

Topics:
 Making
Drawings
 and Solving
Sums
Pg 19-20

Students will be able to:
 Discuss the use of
computers in drawing
pictures
 Students will be able to use
simple shapes and lines to
create recognizable objects,
such as animals, people,
and objects.
 Students will demonstrate
control and coordination in
using drawing tools, such
as pencils, crayons, and
markers.
 Describe how to solve
sums using computers.
 Students will develop basic
addition and subtraction
skills within the range of 1
to 10.
 Students will use
manipulatives, such as
Introduction to Computer Drawing:
 Start by discussing the use of computers in drawing
pictures. Explain how digital drawing tools can be
used to create artwork.
 Show examples of digital drawings and paintings to
inspire students.
 Demonstrate basic drawing tools available on
drawing software or apps, such as brushes, shapes,
and colors.
 Guide students through a step-by-step drawing
activity on the computer, focusing on using simple
shapes and lines to create recognizable objects like
animals or objects.
 Encourage students to experiment with different
tools and techniques on their own.
Introduction to Computer-Based Math:
 Discuss how computers can be used to solve math
problems, including addition and subtraction.
 Introduce students to math software or apps designed
for practicing addition and subtraction.
 Demonstrate how to access and navigate through the
math software or app on the computer.
Resources:
 Text book Oxford
keyboard (third
edition)
 Smart board
 Notebook

Assessment:
Evaluate students' drawing
 Skills by asking them to
create a specific object or
scene using drawing
software or apps.
 Assess their ability to use
simple shapes and lines
to create recognizable
objects.
 Observe their control and
coordination in using
drawing tools on the
computer.
Math Skills Assessment:

11. counters or fingers, to
model addition and
subtraction problems.

Skills:
 Critical Thinking
 Brain storming
 Communication Skills
 Time management
 Guide students through a few practice problems,
showing them how to use virtual manipulatives (e.g.,
counters) to model addition and subtraction.
CW:
 Solve activity on Pg 19
 Descriptive Type Questions
Qs part(b) on Pg 23 to be done by the students on
their notebook.
H.W: learn tricky terms
Digital Drawing Project:
 Assign students to create a digital drawing at home
using drawing software or apps.
 Encourage them to choose a subject of their choice
and apply the drawing techniques they've learned in
class.
 Provide resources or tutorials for students who may
need additional guidance.
Math Game Practice:
 Recommend students to practice addition and
subtraction skills at home using math games
available online or through educational apps.
 Assess students' math
skills by presenting them
with a series of addition
and subtraction problems
within the range of 1 to
10.
 Observe how they use
math software or apps on
the computer to solve the
problems.
 Evaluate their ability to
use virtual manipulatives
to model addition and
subtraction problems

12. 9 Unit:
Chapter 3: Uses
of a Computer
Topics:
 Listening to
Music
 Watching
cartoons and
movies
Pg 20
Students will be able to:
 Demonstrate the ability to
identify different musical
instruments by their sound.
 Use a computer to watch
age-appropriate cartoons
and movies under
supervision.
 Practice critical thinking
skills by discussing the
themes, messages, and
moral lessons of cartoons
or movies with peers in
online forums or classroom
discussions.
Skill:
 Basic computer navigation
and file management.
 Critical Thinking
 Brain storming
 Communication Skills

Musical Instrument Sounds
 Introduce students to various musical instruments
through videos or interactive multimedia
presentations.
 Play audio clips of different instruments and have
students guess the instrument being played.
 Provide visual aids such as pictures or flashcards of
the instruments for reinforcement.
 Engage students in a hands-on activity where they
can experiment with virtual musical instruments on
the computer.
Watching Cartoons and Movies
 Select age-appropriate cartoons or short movie clips
for students to watch on the computer.
 Guide students on how to navigate to the videos
using a browser or media player.
 Supervise the viewing session, pausing to discuss
key elements of the cartoons or movies.
 Encourage active engagement by asking questions
about the characters, plot, and moral lessons.
Critical Thinking Discussion
 Facilitate a group discussion where students share
their thoughts and interpretations of the cartoons or
movies they watched.
 Encourage students to analyze the characters’ actions
and motivations, as well as the overall message
conveyed.
 Foster a respectful environment where students can
express diverse perspectives and opinions.
 Guide the discussion to help students draw
connections between the themes of the cartoons or
Resources:
 Text book Oxford
keyboard (third edition)
 Smart board
 Notebook
Assessment:
 Assess students’ ability
to identify musical
instruments by their
sound during Observe
students’ behavior and
engagement during the
viewing session i.g the
activity.
 Assess students’
participation and
contributions to the
discussion.

13. movies and their own experiences.
CW:
 Descriptive Type Questions
Qs part(c) on Pg 23 to be done by the students on
their notebook.
 Solve Objectives.
H.W: learn tricky terms
 Assign students to watch a specific cartoon or movie
at home with their parents or guardians.
 Provide a simple worksheet or discussion prompts
for students to reflect on the themes, messages, and
moral lessons of the cartoon or movie.
10 Unit:
Chapter 3: Uses
of a Computer
Topics:
 At school,
 At home
 Computer
manners
Pg 21-22
Students will be able to:
 List the uses of computers
at school.
 Specify the uses of
computers at home.
 Demonstrate proper care
and handling of computer
equipment, including
turning devices on and off
correctly, and using
accessories (e.g., mouse,
keyboard) gently and
responsible.
Skills:
 Critical thinking.
 Independent navigation,
 self-directed learning
 equipment maintenance,
responsibility.
List the uses of computers at school:
 Begin by asking students what they know about
computers.
 Explain that computers are used for different
purposes at school.
 Brainstorm with students to create a list of uses of
computers at school (e.g., learning games, typing,
research).
 Write down their responses on the whiteboard.
Specify the uses of computers at home
 Show pictures or cards to the students, depicting
activities such as watching videos, playing games, or
video calling.
 Discuss with students how computers are used at
home and why they are useful.
 Encourage students to share their own experiences of
using computers at home.
 Create a list together on the board of the uses of
computers at home.
Resources:
 Text book Oxford
keyboard (third edition)
 Smart board
 Notebook
Assessment:
 Participation in the
brainstorming session
and their ability to
identify uses of
computers at school.
 Participation in the
discussion and their
ability to understand and
explain uses of
computers at home.
 Ability to follow
instructions and handle
computer equipment

14. Demonstrate proper care and handling of computer
equipment
 Show students how to turn on and off a computer
properly.
 Demonstrate how to handle accessories like the
mouse and keyboard gently.
 Discuss the importance of treating computer
equipment with care.
 Allow students to practice turning on and off the
computer and using the accessories.
CW:
 Ask students to draw a picture of a computer being
used for one of the purposes discussed in class.
H.W:
 Ask students to write or draw about their favorite
activity to do on a computer at home.
responsibly.
11 Unit:
Chapter 3: Uses
of a Computer
Topics:
 Worksheet
 Exercise
Pg 22-26
Students will be able to:

 Know about Tricky Terms.
 Know about Computer
manners and its
implementation in Lab...
 Solve exercises and
worksheet by giving his
own suitable answers
Skills:
 Critical Thinking
 Brain storming
 logical reasoning
 Time management
In the Lab:
 Explain that just as everyone has an address of their
homes similarly on the Internet, they can create an
email id and address of their own,
[email protected].
Instruct them to write a note to their friend, thanking
them for the lovely gift they have received.
 Solve Qs. 1 2,3 & 4 by the students
Group Project:
 Solve Qs .1 by the students
H.W: learn all tricky terms

Resources:
 Text book Oxford
keyboard (third edition)
 Smart board
 Notebook
Assessment:
 Explain Tricky Terms
 Explain the importance
of machine and
computer.
 Encourage students to
give you a recap of the
main points they have
learnt in the lesson.

15. 12 Unit:
Chapter 4: Know
your Keyboard
Topics:
Keys on keyboard
Alphabets keys
Pg 27-28
Students will be able to:
 Identify the different keys
of the keyboard.
 Point out the alphabet keys
on the keyboard.
 Count the number of
alphabet keys on the
keyboard.
 Use the alphabet keys to
type out names and words
they have learnt.
Skills:
 Observation
 Typing accuracy
 Identification
 Critical Thinking
 Brain storming

Keyboard Activities
 Identify different keys on the keyboard.
 Point out the alphabet keys.
 Count the number of alphabet keys.
 Use the alphabet keys to type out names and words
they have learned.
 Identifying Different Keys on the Keyboard
Introduction
 Show the students a real keyboard or a large printed
picture of a keyboard.
 Explain that the keyboard has different kinds of keys
like alphabet keys, number keys, space bar, and
special keys like Enter and Shift.
Activity:
 Hand out the printed pictures of the keyboard to each
student.
 Ask them to place stickers or color the alphabet keys
on the printed keyboard.
 Then, ask them to identify and mark other keys like
the space bar, Enter key, and number keys with
different stickers or colors.
Count the Number of Alphabet Keys on the
Keyboard
 Give each student a worksheet with a picture of a
keyboard.
 Have them count and write the number of alphabet
keys on the worksheet.
CW:
 Descriptive Type Questions
Qs part( a & b) to be done by the students on their
notebook.
Resources:
 Text book Oxford
keyboard (third edition)
 Smart board
 Notebook
Assessment:
 Check if the students
correctly marked the
different types of keys on
their printed keyboard.
 Review the worksheets to
check if the students
correctly counted 26
alphabet keys.

16.  Solve worksheet
H.W:
 Ask students to type out a short list of words (5-10)
they have learned and bring a printed copy to class.

13 Unit:
Chapter 4: Know
your Keyboard
Topics:
 Number keys
 Spacebar key
 Enter key
 Backspace key
Delete key
Pg 28-30
Students will be able to:
 Identify the number keys
on the keyboard.
 correctly count the number
keys on the keyboard.
 Identify the spacebar and
the enter key.
 type small sentences to
become familiar with using
the spacebar key and the
enter key.
 Identify the backspace key
on the keyboard.
 Explain what a cursor is.
 demonstrate the use of the
backspace key by typing
small sentences and
 Erasing them using this
key.
 Identify the delete key on
the keyboard.
 demonstrate how to use the
delete key by typing small
sentences and
 Erasing them using this
key.
Keyboard Activities
 Identify and count the number keys on the keyboard.
 Identify and use the spacebar, enter key, backspace
key, and delete key.
 Explain what a cursor is.
Differentiate between the backspace key and the
delete key.
 Identify the Spacebar and Enter Key
 Have students point to the spacebar and enter key on
their keyboards.
 Ask them to label or mark these keys with stickers or
markers.
Identify and Use the Backspace Key
 Have students type a short sentence and then use the
backspace key to erase part of it.
Identify and Use the Delete Key
 Have students type a short sentence and use the
delete key to erase part of it.
CW:
 Descriptive Type Questions
Qs part( c & d) to be done by the students on their
notebook
 Solve Objectives.
Home Assignment:
 Ask students to practice using the spacebar and enter
key while typing their names or short words at home.
Resources:
 Text book Oxford
keyboard (third edition)
 Smart board
 Notebook
Assessment:
 Check if the students
correctly marked the
number keys on their
printed keyboard.
 Observe students to
ensure they correctly
identified and labeled the
spacebar and enter key.
 Observe students to
ensure they understand
how to use the backspace
key.
 Observe students to
ensure they understand
how to use the delete key.

17.  Differentiate between the
backspace key and the
delete key.
Skills:
 Identifying and using the
keys.
 Differentiate between keys.
 Typing accuracy
 Ask students to type a short story (3-4 sentences) and
practice using both the backspace and delete keys to
correct any mistakes.
Learn Tricky terms:
 ENTER Key, Backspace key & Delete key
14 Unit:
Chapter 4: Know
your Keyboard
Topics:
 Tricky terms
 worksheet
 Exercise
Pg 31-35
Students will be able to:
 Know about Tricky Terms.
 Know about Computer
manners and its
implementation in Lab...
 Solve exercises and
worksheet by giving his
own suitable answers
Skills:
 Critical Thinking
 Brain storming
 logical reasoning
 Time management
In the Lab:
Q 1. Students to be encouraged to identify different
kinds of keyboard present in the computer lab. Then,
they
could be asked to identify different keys on the
keyboard.
 Solve Qs. 2,3 & 4 by the students
Group Project:
 Solve Qs .1 by the students
H.W: learn all tricky terms

Resources:
 Text book Oxford
keyboard (third edition)
 Smart board
 Notebook
Assessment:
 Explain Tricky Terms
 Explain the importance
of machine and
computer.
 Encourage students to
give you a recap of the
main points they have
learnt in the lesson.