Computer Whiz TG 8

8
COMPUTER
FOR GRADE
WHIZ
TEACHING GUIDE
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Introduction
Computer Whiz books 6-8 extend the comprehensive Computer Whiz series to lower secondary grades.
Aligned with the National Curriculum of Pakistan 2022, Computer Whiz 6-8 is a diligent attempt to
provide necessary knowledge, skills, and attitudes compatible with modern developments in computers and
technology.
Pupils of today need to learn how technology can be used to tackle with various socio-economic challenges,
e.g. global warming, climate change, sustainable development, food shortage, etc. It is imperative for pupils
to study computer science because it fosters creativity, critical thinking, and problem-solving skills that will
nurture their digital entrepreneurial skills and prepare them for the future job market. This series will enable
them to master essential digital skills (word processing, presentation, spreadsheets, photo editing, etc.), the
fundamentals of coding and programming, and understand the ethical norms, behaviours, and practices in
the digital world.
ICT FUNDAMENTALS 1 4 PROGRAMMING

KEY
FEATURES
DIGITAL SKILLS 2 Each book in this 5 DIGITAL CITIZENSHIP
series comprises of
six domains.
ALGORITHMIC THINKING ENTREPRENEURSHIP
AND PROBLEM SOLVING 3 6 IN DIGITAL AGE
The content in each chapter is supported by
Lesson Plan
Concept
Vocabulary Step-by-step and interactive lesson plans that cater to diverse pupil needs
Cloud
Cloud
(Depending on available time, resources, and pupils' understanding, the Delves into additional/
Explains essential ideas from these lesson plans can be redistributed among lessons. It is optional information and
terminology used in the recommended to organise the class in such a manner that pupils get some intriguing analogies to
chapter practice time at the end of the class.) deepen pupils' understanding
1 Vocabulary Cloud 2 Lesson Plans 3 Concept Cloud
Link
Class Activity
Connects theory to real-world applications through relevant weblinks, enabling pupils to
Fosters an interactive classroom environment explore and expand their knowledge beyond the textbook
with our specially designed activities which (These are external/third-party links and teachers must watch them before displaying it to the
are integrated into the curriculum. pupils, to make sure that the content is relevant.)
4 Interactive Class Activities 5 Relevant Weblinks
omework
H
? Answer Key
Step-by-step and interactive lesson plans that cater to diverse pupil needs
(Depending on available time, resources, and pupils' understanding, the ideas from Potential responses to end-of-chapter questions,
these lesson plans can be redistributed among lessons. It is recommended to organise streamlining your preparation and ensuring a well-
the class in such a manner that pupils get some practice time at the end of the class.) rounded educational experience for your pupils
6 Homework For Extended Learning Suggested Answers to End

7
Of Chapter Questions
iii
TABLE OF CONTENTS
DOMAIN A: ICT Fundamentals - Pupils will be able to:
 analyse the use of emerging technologies in various walks of life (e.g.
01 Emerging
Technologies
Artificial Intelligence, 5G, robotics, computer-assisted translation, 3D
and holographic imaging, virtual reality, distributed applications, block-
chain, and Machine Learning)
1
02 Computer
Network
 identify and analyse a network and identify core networking
components and their roles. 7
DOMAIN B: Digital Skills - Pupils will be able to:
Data Handling
3A Using
Spreadsheet  develop and demonstrate data handling skills
13
(using various software tools e.g. MS Excel, Google sheets, etc.)
3B Advance MS
Excel 18
DOMAIN C: Algorithmic Thinking - Pupils will be able to:
 apply the concepts of computational thinking and problem-solving
04 Algorithmic strategies to solve complex problems by identifying the most efficient

Thinking algorithm. 22
 apply the concepts of nesting in algorithmic design thinking.
DOMAIN D: Programming - Pupils will be able to:
 apply intermediate-level programming constructs (e.g. functions,

cloning, conditional movement); by creating mini-games using a visual
programming tool.
05 Programming
 * apply intermediate-level programming constructs (e.g. functions,
cloning, conditional movement); by creating mini-games using a textual
programming tool.
27
 analyse constructs and fundamentals of textual (syntax-based)
programming.
DOMAIN E: Digital Citizenship - Pupils will be able to:
06 Digital
Citizenship
 identify ways of protecting against cybercrimes. 32
DOMAIN F: Entrepreneurship in Digital Age - Pupils will be able to:
 develop an understanding of the basics of digital marketing platforms
07 Digital and social media marketing to develop a marketing plan for a business.
Marketing  identify and create different components of a business plan, i.e. market
36
need, product design, costing, operations, and marketing.
iv
01 EMERGING TECHNOLOGIES
After completing this chapter, pupils should be able to:

• name and explain the applications of the following emerging technologies in various walks
of life:
o Artificial intelligence (AI)
o 5G communication
o Robotics
o Computer-Aided Translation (CAT)
o Distributed Applications
o Blockchain
o 3D holographic imaging
o Virtual reality (VR)
Introduction for the teacher

Teaching emerging technologies to 8th graders is crucial because these technologies are rapidly
becoming integral to various industries, and preparing pupils early equips them with skills
needed for future careers. Learning about these technologies encourages critical thinking and
problem-solving, as pupils explore their work and potential applications. They often intersect
with various subjects like science, mathematics, and engineering, promoting interdisciplinary
learning. Understanding emerging technologies inspires creativity and innovation, fostering an
entrepreneurial mindset among pupils. Familiarity with these technologies can give pupils a head
start when pursuing higher education in related fields.
Proficiency in these technologies can enhance a nation's global competitiveness by producing a
technologically advanced and skilled workforce. These technologies can also be used to address
global challenges, such as climate change or healthcare, making pupils part of the solution.
Vocabulary Cloud
AI Artificial Intelligence
VR Virtual Reality
AR Augmented Reality
CAT Computer-Aided Translation
Lesson Plan 1
Resources
9 Textbook pages 1-3
1
Computer Whiz Teaching Guide-8 Starter activity (5 min)
These introductory questions can pique pupils' interest and encourage them to think about the
real-world applications and implications of these emerging technologies.
1. Artificial intelligence (AI)
9 What comes to your mind when you hear ‘Artificial Intelligence’?
9 How do you think AI is already used in our daily lives without us realising it?
9 Can you imagine some ways AI can make our lives easier or more interesting?
2. 5G communication:
9 Do you know what 5G means in the context of mobile networks?
9 How might faster and more reliable Internet (5G) impact the way we communicate and use
technology?
9 What do you think 5G could enable that wasn't possible with previous generations of mobile
networks?
3. Robotics:
9 What are some examples of robots you've seen or heard about in the real world or in movies?
9 How can robots be used to help people or improve processes?
9 Can you think of tasks you'd like a robot to do for you?
Reading and explanation (20 min)
Read pages 1 and 2. Begin by explaining that AI refers to the ability of a computer or machine
to exhibit intelligent behaviour, such as the ability to learn, solve problems, and make decisions.
Provide examples of AI, such as Google's search engine, which is able to suggest search terms
and autocomplete words based on previous searches, or self-driving cars, which use sophisticated
sensors and algorithms to navigate the road.
Explain that machine learning is a subset of AI that refers to the ability of a computer to
learn from data and improve its performance. Provide examples of machine learning, such
as Netflix's recommendation engine, which uses data on what users have watched to make
recommendations on what to watch next, or AI-powered robots, which learn through trial and
error and are able to perform tasks with increasing accuracy.
Provide a brief overview of the historical development of communication technology, starting
with 1G and progressing to 5G. Highlight key advancements and their impact on society. Use the
chart given on page 2 to illustrate the progression from 1G to 5G. Include examples of how each
generation of technology improved upon the previous one.
Discuss the role of robotics in manufacturing, healthcare, and exploration, highlighting specific
examples of robots being utilised in these areas.
1. Group activity: (optional)
9 Divide pupils into small groups and provide each group with a set of news articles about AI
or machine learning.
9 Ask each group to identify and discuss examples of AI or machine learning in the articles.
2
Computer Whiz Teaching Guide-8 9 Have each group present their findings to the class and facilitate a class discussion on the pros
and cons of AI and machine learning.
Conclusion (5 min)
Review the key concepts and applications of each of the three emerging technologies. Ask pupils
to reflect on what they learned and how they think these technologies will affect the world in the
future.
Ask:
• How might artificial intelligence impact the job market in the future?
• What are some potential benefits and challenges of implementing 5G technology on a global
scale?
• In what ways has the advancement of communication technology influenced other industries,
such as healthcare, transportation, or entertainment?
Classwork (10 min)
9 Do part C from the workstation
9 Do Questions 1 and 2 from part D
Pre-reading: textbook pages 4-6
Homework assignment
9 Do part Question 1 from part E
9 Ask pupils to choose one of the three technologies (AI, machine learning, or 5G) and conduct
research on its history, current applications, and potential future applications.
9 Have pupils create a presentation or report on their research findings.
Lesson Plan 2
Resources:
Starter activity (5 min)
Ask the pupils the following questions, before starting to teach each technology, to gauge
their interest:
1. Computer-aided translation (CAT)
9 Have you ever used online translation tools or apps? How did they work?
9 How can technology help bridge language barriers in our increasingly connected world?
9 What do you think are the benefits and limitations of using CAT tools?
2. Blockchain
9 Have you heard of cryptocurrencies like Bitcoin? Do you know how they work?
9 How might blockchain technology make online transactions more secure and transparent?
9 Can you think of other areas where blockchain could be applied besides finance?
3
Computer Whiz Teaching Guide-8 3. 3D holographic imaging
9 Have you seen movies or shows with holograms? What do you know about them?
9 How do you think 3D holographic imaging can be used for educational or entertainment
purposes?
9 What other applications can you imagine for this technology?
4. Virtual reality (VR)
9 Have you ever tried virtual reality, like VR gaming or VR headsets?
9 What are some potential uses of VR outside of gaming, such as in education or healthcare?
9 How might VR change the way we experience things like travel or museum visits?
Read page 4. Provide a brief overview of Computer-Aided Translation (CAT) and its significance
in bridging language barriers in various fields such as business, healthcare, and diplomacy.
Demonstrate how Computer-Aided Translation (CAT) tools are used to assist human translators
in accurately and efficiently translating text in different languages.
Explain the concept of blockchain technology, emphasising its decentralised nature and
applications in secure transactions and digital contracts. Explain the concept of blockchain and
its applications beyond cryptocurrency, such as in supply chain management and secure data
storage. Refer to the diagram given on page 4 and explain it to the pupils.
Read page 5. Introduce the concept of 3D holographic imaging, highlighting its potential in
fields like entertainment, education, medical imaging, imaging in entertainment and product
visualisation.
Introduce virtual reality (VR) technology and explore its applications in fields like architecture,
training simulations, and mental health therapy.
Cite the following applications of emerging technologies being used to showcase how these
technologies impact our daily lives, from making our devices smarter to revolutionising
industries and offering immersive experiences.
Concept Cloud
Here are cool and relatable examples of how these emerging technologies are applied in
everyday life:
Artificial Intelligence (AI):
AI chatbots like Siri and Alexa can answer questions, set reminders, and play music, making
our devices smarter and more interactive.
AI helps recommend movies, songs, and products based on our preferences, making our
online experiences personalised.
5G Communication:
With 5G, downloading movies takes seconds instead of minutes, making streaming and
gaming smoother and faster.
Smart cities use 5G for real-time traffic monitoring, reducing congestion and making
commuting more efficient.
4
Computer Whiz Teaching Guide-8
Robotics:
Robotic vacuum cleaners like Roomba can clean your house autonomously.
Drones are used for aerial photography and delivering packages.
Computer-Aided Translation (CAT):
Apps like Google Translate can instantly translate text from one language to another, aiding
communication in a globalised world.
CAT tools are used in international business to translate documents and emails, facilitating
trade and collaboration.
Conclusion (5 min)
Ask:
• What ethical considerations should be taken into account when implementing emerging
technologies like 3D holographic imaging or virtual reality?
• How might blockchain technology revolutionise industries beyond finance and
cryptocurrency?
Classwork (10 min)
9 Do part A and B from the workstation
9 Do questions 3and 4 from part D
Homework assignment
9 Do Questions 2-4 form part E
9 Provide a case study for pupils to analyse, where they must identify the emerging technology
being utilised and discuss its impact on the given industry.
Suggested answers to end-of-chapter questions on pages 6 to 7

A. Fill in the missing blanks
1. Algorithmic thinking 2. AI 3. 5G
4. Control system, Sensors, Actuators, Power Supply, End Effectors
5. Distributed ledger
B. True/false statements
1. False. (AI) is used in various applications beyond robots, including virtual assistants,
recommendation systems, autonomous vehicles, etc.
2. True
3. False. 5G is a specific generation of wireless communication technology.
4. False. CAT typically stands for Computer-Aided Translation.
5. True
5
Computer Whiz Teaching Guide-8 C. Choose the correct option
1. b 2. b 3. c 4. d 5. b
D. Short-answer questions
1. Emerging technology is a term that refers to the ongoing development of an existing
technology.
2. AI stands for Artificial Intelligence. It is used for image and speech recognition, navigation
apps, smartphone personal assistants, ride-sharing apps, etc.
3. Computer-Assisted Translation (CAT) tools are software applications that assist in translating
content from one language to another.
4. Pupils can list three of the following:
Telephone networks and cellular networks
Computer networks such as the Internet
Wireless sensor networks
World Wide Web and peer-to-peer networks
Aircraft control systems
Industrial control systems
E. Long-answer questions
1. 5G communication is faster than previous generations due to higher frequencies, increased
bandwidth, and improved network architecture. It uses millimetre waves, which have more
available bandwidth for data transmission, and employs advanced antenna technology for
efficient signal propagation.
2. Blockchain is a technique for storing data that makes it difficult or impossible for the
system to be altered, hacked, or otherwise manipulated. It is a type of distributed ledger that
distributes and copies transactions among the network of computers involved. Pupils can
consult online sources to cite an example of blockchain technology.
3. Virtual reality (VR) finds applications in gaming, education, training (e.g. flight simulations),
healthcare (e.g. medical training), and architecture (virtual walkthroughs). It can also be used
for virtual tourism, therapy, and entertainment.
4. 3D imaging adds depth to images. It's used in medical imaging (e.g. MRI), movies, and video
games for realistic effects. Holographic imaging goes a step further, creating 3D projections of
objects. It's used in security (e.g. holographic IDs), art, and even entertainment (holographic
concerts).
6
02 COMPUTER NETWORK

• describe and differentiate between the types of computer networks: PAN, LAN, MAN,
WAN, VPN,
• explain the types of physical transmission media, and their uses,
• explain the uses of different types of transmission media Cellular Communication,
• explain the concept of IoT (Internet of Things), Embedded systems, Edge Computing, and
Data Analytics Communication.

Teaching these topics to 8th graders will inculcate a broader awareness of the role technology
plays in our lives and society. Understanding different types of computer networks is crucial as
they are the backbone of communication in today's interconnected world. From personal devices
(PAN) to the Internet (WAN), pupils will grasp the diverse scales and purposes of networks.
Introducing VPNs helps pupils understand the importance of securing communication over
public networks, promoting awareness about online privacy and security.
Explaining types of physical transmission media (like copper wires, fiber optics, etc.) provides
pupils with a tangible understanding of how data is transmitted. This knowledge is foundational
for understanding network infrastructure. Understanding the uses of different transmission
media helps pupils appreciate the role of infrastructure in communication and connectivity.
With the prevalence of smartphones and mobile devices, explaining cellular communication
is highly relevant. Pupils will gain insights into how voice and data are transmitted
wirelessly, connecting this knowledge to their everyday experiences. Learning about cellular
communication also introduces pupils to the evolution of technology, from 1G to 5G, fostering
an understanding of technological progress.
Understanding IoT, embedded systems, edge computing, and data analytics provides a glimpse
into the world of smart devices, automation, and data-driven decision-making. Familiarity with
these concepts prepares pupils for potential careers in technology and engineering, fostering an
interest in fields that are increasingly in demand.
Vocabulary Cloud
NIC Network Interface Card
PAN Personal Area Network
LAN Local Area Network
WLAN Wireless Local Area Network
7
MAN Metropolitan Area Network
VAN Wide Area Network
VPN Virtual Private Network
IoT Internet of Things
Edge computing is a distributed computing paradigm
that brings computation and data storage closer to the
Edge Computing
location where it is needed, rather than relying solely
on a centralised data processing warehouse or cloud.
Lesson Plan 1
Resources
9 Textbook pages 8- 14
Ask the pupils the following questions:
• Name some devices that are used to communicate with others. (Such as mobile phones,
laptops, tablets, etc.)
• How are these devices connected to each other and to the Internet?
Ask pupils to Imagine a Computer Network Like a Digital Neighbourhood. A computer network
is like a big digital neighbourhood where computers can talk to each other. Instead of houses
and streets, we have devices like computers, phones, and tablets, and they use special paths
called ‘connections’ to talk and share things. Explain that communicating devices such as mobile
phones, laptops, tablets, etc. are part of a computer network, which is a system of interconnected
devices that can exchange data and information.
Read page 8 and explain the definition and components of a computer network. Use the diagram
on page 9 to illustrate the terms host, client, server, and peer. Give examples of different types of
computer networks, such as LAN, WAN, VPN, etc. Ask the pupils to identify the type of network
they use at home, school, or work.
Refer to page 9 of the document and explain the types of transmission media, which are the
channels that carry data and information from one device to another. Use the images on the page
to show the difference between guided and unguided media. Give examples of different types
of guided media, such as twisted pair, coaxial, and fiber optic cables. Give examples of different
types of unguided media, such as radio waves, microwaves, and infrared waves. Ask the pupils to
name some devices that use these types of transmission media, such as TV, radio, remote control,
etc.
Refer to page 10 and explain the types of wireless communication, which are the methods of
transmitting data and information without using wires or cables. Use the images on the page to
show the examples of wireless communication technologies, such as Wi-Fi, Bluetooth, GPS, and
satellite communication. Explain the advantages and disadvantages of wireless communication,
such as mobility, flexibility, cost, speed, security, etc. Ask the pupils to name some applications of
wireless communication in their daily lives, such as mobile phones, laptops, smart devices, etc.
8
Computer Whiz Teaching Guide-8 Explain the different types of computer networks using the following analogies:
Concept Cloud
1. Pan (personal area network):
Analogy: Think of a PAN like an all purpose utility belt. Your belt has all the gadgets you
need, and it's just for you. Similarly, a PAN connects devices like your phone, tablet, and
smartwatch together for your personal use.
2. Lan (local area network):
Analogy: Imagine your LAN as your own clubhouse where you and your friends hang out.
Inside the clubhouse, you share toys, play games, and chat with each other. A LAN is like a
network for a small group of devices in a limited area, like your home or school.
3. Wlan (wireless local area network):
Analogy: Picture an invisible rope connecting all the devices in your clubhouse. With
WLAN, the rope is like an invisible connection that lets your devices talk to each other
without any physical wires. It's like having a secret language only your devices can
understand.
4. Man (metropolitan area network):
Analogy: Now, imagine your city as a big playground. A MAN is like a network that covers a
whole city. It helps different places in the city, like schools, offices, and libraries, connect and
share information, just like how different parts of a playground can share toys and games.
5. Wan (wide area network):
Analogy: Expanding our playground analogy, a WAN is like connecting playgrounds in
different cities. It's like a giant web that links cities together, allowing people from one city to
play and share things with people from another city. It covers a wide area, just like WAN.
6. Vpn (virtual private network):
Analogy: Imagine you have a special tunnel that connects your clubhouse to a friend's
clubhouse. Inside this tunnel, you can pass secret notes and share your toys without anyone
else seeing. A VPN is like a secure tunnel on the Internet, making sure your information
travels safely from one place to another, like a secret passage for your digital stuff.
Conclusion (5 min)
Ask:
• Can you think of a real-life example where different types of networks might be used?
• Can you name a situation where a PAN (Personal Area Network) might be more useful than a
WAN (Wide Area Network)?
• Do you think computer networks will become more or less important in the future? Why?
• If you could invent a new type of network, what would it be for, and how would it work?
Classwork (10 min)
9 Do part A from the workstation
9 Do Questions 1 and 2 from part D
9
Computer Whiz Teaching Guide-8 Homework assignment
9 Do Questions 1 and 2 from part E
Lesson Plan 2
9 Resources: textbook pages 17- 21
• What do you think 'data analytics' means?
• What comes to mind when you hear the term 'Edge Computing'?
• How do you think Edge Computing is different from Cloud Computing?
• Have you heard of the Internet of Things before? Whta do you think it means?
• How do you think embedded systems are different from regular computers?
Refer to pages 14-17. Break down the types of transmission media to make it relatable for the
pupils. Each type of transmission media is like a special way for devices to talk to each other
such as through invisible waves, bouncing off satellites. Understanding these helps us see how
our devices communicate and stay connected in the digital world. The following analogies can be
used:
Concept Cloud
1. Wireless communication:
Wireless communication is like talking to your friend without a physical connection, just
like how you can talk to someone across the room without any wires. It's like there's a giant
invisible spiderweb carrying your words and messages.
2. Satellite communication:
Picture this - your message goes up to space, bounces off a satellite (like a super-fast
mirror), and then comes back down to its destination. It's like sending a message on a space
adventure!
3. Infrared communication:
Think of infrared communication like sending secret messages with invisible light beams. It's
a bit like a special flashlight that only those people with whom you want to communicate it
to can see.
4. Microwave communication:
Microwaves are like tiny waves that can carry information. Imagine your message is like
popping popcorn, and these microwave waves carry the popcorn (information) from one
place to another.
5. Mobile communication system:
Mobile communication is what happens when your phone talks to other phones without any
wires. It's like having a magical pocket talker that lets you chat with your friends, no matter
where they are.
10
6. Bluetooth technology:
Bluetooth is like a digital version of connecting the dots. It lets your devices talk to each
other without needing any plugs or cables. It's amazing when your phone connects to your
headphones without any wires!
7. Global positioning system (gps):
GPS is like having a map on your phone that tells you exactly where you are and helps you
find your way. It's like having a treasure map that guides you to your destination using
satellites in the sky.
Refer to page 18 and explain the concept of IoT, which is a network of smart devices that can
communicate with each other and the Internet. Use the image on the page to show an example
of an IoT device, such as an environment data monitoring system. Explain the benefits and
challenges of IoT, such as convenience, efficiency, innovation, privacy, security, etc. Ask the
pupils to name some examples of IoT devices that they use or have seen, such as smart homes,
smart watches, smart cars, etc.
Refer to page 19 and explain the terms embedded systems, edge computing, and data analytics.
Use the images on the page to show some examples of these concepts, such as smart homes,
autonomous vehicles, and data science. Explain the importance and applications of these
concepts in various fields and industries, such as engineering, healthcare, business, etc.
Conclusion (5 min)
Ask:
• What are some everyday examples of IoT devices, and how do they make our lives more
connected and convenient?
• How might the security and privacy considerations change when dealing with a network of
interconnected IoT devices?
• How do edge computing and IoT work together to create smarter and more efficient systems?
• In what ways do different types of transmission media play a role in supporting the
communication needs of IoT devices and edge computing?
Classwork (10 min)
9 Do part B and C from the workstation
9 Do Question 3 and 4 from part D
Homework assignment
9 Do Question 3 from part E

1. Computer Network 2. Underground 3. Guided medium
4. electromagnetic 5. radio 6. microwaves
11
Computer Whiz Teaching Guide-8 B. True/false statements
1. False. It provides a connection between a computer's motherboard and its display devices,
such as monitors.
2. True
3. False. Unguided media, such as wireless communication, do not use cables for signal
transmission.
4. True
5. False. It allows for two-way communication, meaning that data can be transmitted and
received simultaneously.
C. Choose the correct option
1. c 2. c 3. b
4. d 5. c
1. Refer to the table on page 12 of the chapter.
2. Guided media uses physical cables, while unguided media relies on the air or space. Guided
media directs signals within cables, less interference, longer distances. Unguided media sends
signals through the air, more interference, shorter distances.
3. Pupils can conduct online research to answer this question. Some examples include:
Decision Making: Helps in informed decision-making based on data insights.
Customer Understanding: Understands customer behaviour and preferences.
Product Improvement: Enhances products and services.
Cost Reduction: Reduces operational costs.
Forecasting: Predicts future trends and outcomes.
Healthcare: Enhances healthcare outcomes and patient care.
Scientific Research: Advances scientific discoveries.
Marketing: Improves marketing strategies and campaigns.
4. Industrial machines, consumer electronics, agricultural and processing industry devices,
automobiles, medical equipment, cameras, digital watches, household appliances, airplanes,
vending machines and toys, as well as mobile devices, are possible locations for an embedded
system.
1. Computer network refers to the interconnection of computing equipment that may exchange
data and share resources. Its components include hosts, Network Interface Card (NIC) and
nodes. Pupils can further elaborate on this based on their understanding of the topic.
2. Refer to page 16-18 of the chapter.
3. Refer to page 19 of the chapter.
12
3A DATA HANDLING USING

SPREADSHEET

• describe the purpose and uses of spreadsheet software,
• list different spreadsheet software, e.g. Excel, Google Sheets, OpenOffice,
• recognise and infer spreadsheet interface to create a result card, home budget, etc,
• create a spreadsheet.

Spreadsheets provide a practical way to apply mathematical concepts such as formulas,
functions, and data analysis. Pupils can learn how to use spreadsheets to solve complex
mathematical problems, perform statistical analysis, and visualise data.
Working with spreadsheets requires pupils to think critically and solve problems. They need
to understand the problem, identify the relevant data, and apply the appropriate formulas or
functions to find the solution. This process helps develop analytical and problem-solving skills.
Spreadsheets help pupils learn how to organise and manage data effectively. They can create
tables, sort and filter data, and create charts and graphs to visualise information. These skills are
valuable in many fields, including business, research, and academia.
Spreadsheets are widely used in various industries and professions, including finance,
accounting, marketing, and engineering. Teaching pupils how to use spreadsheets prepares them
for future careers and provides practical skills that they can use in their daily lives.
Vocabulary Cloud
Spreadsheet Software used to store, organise, and analyse data.
Lesson Plan 1
Resources:
9 Lab access and computers for hands-on practice
9 Apache OpenOffice Software installed on lab computers
9 Internet access for hands-on practice of Google Sheets
Ask:
• Have you ever used a spreadsheet before?
• What have you used it for?
13
Computer Whiz Teaching Guide-8 • Where do you think spreadsheets may be used?
Explain that spreadsheet software is a tool that can help us store, organise, and analyse data in
a table format. Give some examples of data that can be entered in a spreadsheet, such as grades,
budget, inventory, etc. Ask the pupils to read and list the four common features of all spreadsheet
software. Ask them to explain each feature in their own words and give an example of how it can
be used. Write the best examples on the board. Then ask them to refer to page 23 and read the
‘Leap Forward’ box. Ask them to summarise the main idea of the paragraph in one sentence.
Ask the pupils to refer to page 23 and read the section on the uses of spreadsheets. Ask them to
choose one of the uses and explain how they can use spreadsheet software for that purpose. For
example, if they choose accounting, they can explain how they can use spreadsheet software to
keep track of their income and expenses, calculate their savings, and create a budget plan.
Ask the pupils to go to page 24 and look at the image of the Google Sheets interface. Ask them to
identify the different elements of the interface, such as the menu bar, the toolbar, the sheets tabs,
and the cells. Ask them to explain the function of each element and how they can use it to create
and edit a spreadsheet.
Ask the pupils to read the ‘Leap Forward’ box on page 24 about popular spreadsheet software
applications. Ask them to compare and contrast the three applications: Google Sheets, Microsoft
Excel, and Apache OpenOffice. Ask them to list the advantages and disadvantages of each
application and explain which one they would prefer to use and why.
Now, in the same manner, have the pupils read page 25 and ask them to identify the components
of the Apache OpenOffice interface on the software.
Conclusion (5 min)
Ask:
• What are some of the fundamental functions of a spreadsheet, and how might they be useful
in organiSing information?
• How might spreadsheets be used in everyday life or different professions?
• Can you think of a specific scenario where using a spreadsheet would be more efficient than
other methods of organising information?
Classwork (5 min)
9 Do part A,B, and C from the workstation
Homework assignment
9 Do questions 1 and 2 from part D
9 Do questions 1 and 2 from part E
9 Practice making spreadsheets at home on Google sheets. Following is a sample homework
assignment to practice creating and formatting a spreadsheet using Google Sheets.
Class Activity
Instructions:
Part 1: Creating a budget spreadsheet
1. Open Google Sheets and create a new spreadsheet.
14
2. Title the spreadsheet ‘My Monthly Budget’.
3. Set up the following column headers:
• Category
• Budgeted Amount
• Actual Amount
• Difference (Actual - Budgeted)
4. Choose at least five expense categories (e.g. groceries, entertainment, transportation, etc.)
and list them under the ‘Category’ column.
5. Assign a reasonable budgeted amount for each category under the ‘Budgeted Amount’
column (make sure the amounts are different for each category).
6. Pick a month for your budget (e.g. January) and fill in the ‘Actual Amount’ column with
hypothetical expenses for each category.
Part 2: Formatting and calculations

7. Format the cells in the ‘Budgeted Amount’ and ‘Actual Amount’ columns as currency.
8. Use the SUM function to calculate the total budgeted amount and total actual amount.
Place these totals below the respective columns.
9. Use a formula to calculate the difference between the ‘Actual Amount’ and ‘Budgeted
Amount’ for each category. Place the results in the ‘Difference’ column.
Part 3: Chart creation
10. Create a bar chart to visually represent the budgeted and actual amounts for each
category.
11. Add a title to your chart (e.g. ‘Monthly Budget Analysis’).
12. Adjust the chart colours and style to make it visually appealing.
Part 4: Saving and sharing
13. Save your spreadsheet with an appropriate name.
14. Share the spreadsheet with your teacher using the sharing options in Google Sheets.
Lesson Plan 2
Resources:
9 Lab access and computers for hands-on practice
9 Computers with MS Excel installed
Ask the pupils the following question:
• How does Excel differ from a regular word processor, and in what scenarios would you
choose to use Excel over a word processor?
Ask pupils to brainstorm some examples of how they use or encounter data in their daily lives.
15
Computer Whiz Teaching Guide-8 Write their responses on the board. Explain that MS Excel is a powerful tool that can help them
organise, analyse, and present data in various ways.
Ask pupils to refer to pages 26-33 and tell them that they will be using it as a guide to learn MS
Excel. Explain that the book covers the basics of MS Excel, such as entering data, formatting
cells, using formulas, creating charts, and printing worksheets. Tell them that they will be
focusing on creating and editing spreadsheets.
Make sure each pupil has access to a separate computer system. If that is not possible then divide
pupils in small groups with not more than 4 pupils per group. Assign each group a computer
system.
Have them open MS Excel on their own using the instructions and screenshots given on page 26.
Now ask pupils to familiarise themselves with each of the elements of an Excel Workbook using
the Excel interface and page 27 of the textbook. Follow the instructions on pages 28-33 of the
book. Monitor their progress and assist them as needed. Check their understanding by asking
them questions and having them explain their steps.
Conclusion: (5 min)
Ask:
• In your opinion, what is the most valuable skill you gained during this Excel lesson?
• How confident do you feel about using Excel independently after today's session?
• What additional features or topics would you be interested in learning about in future Excel
lessons?
Homework assignment
9 Do question 2 and 3 from part D
9 Do question 3 from part E
9 Practice making spreadsheets at home on MS Excel. Following is a sample homework
assignment to practice creating and formatting a spreadsheet using MS Excel.
Activity
Part 1: Choosing a template
1. Open Microsoft Excel on your computer.
2. Navigate to the ‘New’ tab and explore the available templates.
3. Choose a template that interests you (e.g. budget, class schedule, grade tracker, etc.).
Part 2: Customising the template
4. Open the selected template and examine its structure.
5. Update the template with your own information. For example:
• If you chose a budget template, replace the sample expenses and incomes with your
own.
• If you chose a class schedule template, input your class names, days, and times.
• If you chose a grade tracker, enter your subjects and grades.
Part 3: Formatting and styling
6. Format the cells, fonts, and colours to make your spreadsheet visually appealing.
7. Add conditional formatting to highlight important data (e.g. use colour scales to
represent different grade ranges).
16
8. Include a title at the top of your spreadsheet related to the template you chose.
Part 4: Using formulas
9. If applicable, use formulas to calculate totals, averages, or any other relevant information.
10. Ensure that all formulas are accurate and update automatically when changes to the data.
Part 5: Saving and sharing
11. Save your customised spreadsheet with an appropriate name.
12. Ensure that all customisations are accurately applied to the chosen template.
13. The spreadsheet should be well-formatted and visually appealing.

1. Formula bar 2. Labels 3. Insert
4. Bottom 5. Next
1. False. Spreadsheets are primarily used for organizing and analysing data, not for creating
letters and documents.
2. True
3. False. The term ‘active cell’ is typically used to refer to the currently selected cell, not ‘open cell.’
4. True 5. True 6. True
7. True
1. d 2. a 3. b
4. c
1. Microsoft Excel and Google Sheets
2. A row is a horizontal line of cells in a spreadsheet.
A column is a vertical line of cells in a spreadsheet.
A cell is the intersection of a row and a column and is where you enter data or formulas.
3. The Formula Bar displays the active cell address on the left and the cell contents on the right.
Data entered in a cell is displayed in the Formula Bar. Editing of the cell contents is also done
in the Formula Bar.
1. Pupils will answer this question according to their understanding of the topic and overall
chapter.
2. Formatting options in spreadsheets, such as bolding, colouring, and aligning cells, can make
information more relevant for readers. For example, in a sales report, highlighting the top-
selling products with a different colour or using bold fonts can draw attention to key insights.
3. Pupils will answer this question according to their understanding of the topic. An example
includes:
Bold or coloured text for categories like ‘Fruits,’ ‘Vegetables,’ and ‘Dairy.’
Bullet points or checkboxes to mark items as you shop.
Borders or cell shading to separate sections for different store aisles (e.g. ‘Produce,’ ‘Canned
Goods’).
17
3B ADVANCE MS EXCEL

• use advanced MS Excel features such as data validation, conditional formatting, and
sorting and filtering,
• create and edit charts and graphs to display data visually,
• apply formulas and functions to perform calculations and analysis on data.
Lesson plan 1
Resources:
9 A computer with MS Excel installed for each pupil.
9 A projector or a smart board to display the teacher’s screen (if possible).
• Review the previous lesson on basic MS Excel skills such as entering and formatting data,
copying and pasting, and using simple formulas and functions.
Ask pupils to open MS Excel and their textbooks to page 35.
Explain what data validation is and why it is useful to restrict the type and range of data that
can be entered in a cell or a range of cells. Demonstrate how to use data validation to create a
drop-down list, a date picker, and a custom rule using the examples on page 36. Ask pupils to
follow along and try the examples on their computers. Check for understanding by asking some
questions and having pupils share their screens or answers.
Explain what conditional formatting is and how it can be used to highlight or format cells based
on certain criteria or rules. Demonstrate how to use conditional formatting to apply colour
scales, data bars, icon sets, and custom rules using the examples on pages 37 and 38 of the book.
Ask pupils to follow along and try the examples on their computers. Check for understanding by
asking some questions and having pupils share their screens or answers.
Explain what sorting and filtering are and how they can be used to organise and analyse data in a
table or a range of cells. Demonstrate how to use sorting and filtering to sort data alphabetically,
numerically, or by colour, and to filter data by values, text, or criteria using the examples on
pages 39 and 40. Ask pupils to follow along and try the examples on their computers. Check for
understanding by asking some questions and having pupils share their screens or answers.
Explain what charts and graphs are and how they can be used to display data visually and to
compare and contrast data sets. Demonstrate how to create and edit different types of charts
18
Computer Whiz Teaching Guide-8 and graphs such as column, bar, line, pie, and scatter using the examples on pages 41 to 47 of
the document. Ask pupils to follow along and try the examples on their computers. Check for
understanding by asking some questions and having pupils share their screens or answers.
Microsoft Excel offers a variety of chart types, each designed to represent different types of data
and display patterns or trends effectively. Here are some common types of charts and graphs in
Excel along with their best-use scenarios:
Concept Cloud
1. Column chart:
• Best use: Comparing values across different categories or displaying data over time.
• Example: Sales figures for different months or product categories.
2. Bar chart:
• Best use: Similar to column charts, but better for comparing values when categories have
long names.
• Example: Comparing the performance of different departments in a company.
3. Line chart:
• Best use: Showing trends over a continuous interval, such as time.
• Example: Tracking stock prices over months or years.
4. Pie chart:
• Best use: Displaying the proportion of parts to a whole.
• Example: Market share of different products within a company.
5. Area chart:
• Best use: Showing the cumulative total of a value over time.
• Example: Displaying the growth of revenue over several quarters.
6. Scatter plot:
• Best use: Displaying the relationship between two variables.
• Example: Correlation between study hours and exam scores.
7. Bubble chart:
• Best use: Extending the scatter plot to show three dimensions of data.
• Example: Comparing three variables like sales, profit, and market share.
8. Radar chart:
• Best Use: Comparing multiple quantitative variables for different data points.
• Example: AnalysWWing the performance of athletes in various sports categories.
9. Doughnut chart:
• Best use: Similar to a pie chart but allows for the display of multiple data series.
• Example: Showing the distribution of budget across different expense categories.
19
10. Gantt chart:
• Best use: Representing project schedules and timelines.
• Example: Displaying tasks, their start and end dates, and dependencies.
11. Histogram:
• Best use: Representing the distribution of a dataset.
• Example: Displaying the distribution of pupil exam scores in a class.
12. Waterfall chart:
• Best use: Showing the cumulative effect of sequentially introduced positive or negative
values.
• Example: Displaying changes in profit over different stages of a project.
Choosing the right chart depends on the nature of your data and the story you want to
convey. Always consider the audience and the message you want to communicate when
selecting a chart type in Excel.
Review the basic arithmetic operations and the order of operations in MS Excel. Explain what
formulas and functions are and how they can be used to perform calculations and analysis on
data. Demonstrate how to use some common formulas and functions such as SUM, AVERAGE,
MIN, MAX, COUNT, IF, and VLOOKUP using the examples on pages 48 to 53 of the document.
Ask pupils to follow along and try the examples on their computers. Check for understanding by
asking some questions and having pupils share their screens or answers.
Conclusion (5 min)
Ask:
• In your opinion, what is the most valuable skill you gained during this Excel lesson?
• How confident do you feel about using Excel independently after today's session?
• What additional features or topics would you be interested in learning about in future Excel
lessons?
Classwork(5 min)
9 Do part A, B, and C from the workstation
Homework assignment
9 Do part D and E from the workstation.

A. Fill in the missing blanks.
1. (=) 2. SUM 3. Insert 4. SQRT(4)
5. Function Library 6. SUM (re-check) 7. Pie chart
B. True/False Statements.
1. True 2. True
3. False. The POWER function in Excel has two numbers in its syntax, not three.
20
Computer Whiz Teaching Guide-8 4. False. The PRODUCT function in Excel can be used with more than three numbers.
5. False. The options for creating and formatting charts in Excel are primarily accessed from the
‘Insert’ tab, not the ‘Home’ tab.
C. Choose the correct option.
1. a 2. b 3. c 4. c
5. a 6. c 7. a 8. b
D. Short-answer questions.
1. The AutoFit Selection feature adjusts the width of columns and the height of rows in a
worksheet to fit the content.
2. A formula is a mathematical expression used in spreadsheets to perform calculations. It
consists of elements like cell references, operators (+, -, *, /), and functions (e.g., SUM) that
define the calculation.
3. The advantage of using functions is that they simplify complex calculations, reduce errors,
and make it easier to update and maintain formulas in spreadsheets.
4. We use charts on a worksheet to visually represent and communicate data, making it easier to
understand trends, comparisons, and patterns in the data.
E. Long-answer questions.
1. The AVERAGE function would be useful to calculate the average test scores of pupils or the
average monthly expenses of a household.
2. Pupils will answer this question according to their understanding of the topic. An example
includes:
The MAX function could help a teacher find the highest score in a class, while the MIN
function could help identify the lowest score, aiding in understanding the range of pupil
performance.
3. Rabia should use a line chart to show the price increase of books over five years. A line chart
is suitable for displaying trends and changes over time, making it ideal for illustrating how
prices have evolved annually. Pupils can elaborate on this response to demonstrate a thorough
understanding of the topic.
4. Conditional formatting is a feature that allows you to format cells based on specific conditions
or criteria. It's useful to highlight important data, identify outliers, or visualise patterns in
your data. Pupils can elaborate on this response to demonstrate a thorough understanding of
the topic.
5. A condition in the IF function is used to specify a logical test. It helps determine which action
or value to take or return based on whether the condition is true or false, enabling customised
calculations or formatting. Pupils can elaborate on this response to demonstrate a thorough
understanding of the topic.
21
04 ALGORITHMIC THINKING

• define and infer simple and complex problems, and how to identify each,
• define basis for calculating efficiency of an algorithm (e.g. number of steps, memory used,
etc),
• discuss the scope and limitations, and that some problems cannot be solved
computationally (e.g. factoring very large numbers in a small amount of time, or Turing's
Halting problem, how a computer can never reliably inspect someone's code and tell you
whether it will halt or run forever),
• describe that there are ways to characterise how well algorithms perform and that two
algorithms can perform differently for the same task,
• explain, with examples, some problems, which cannot be solved computationally,
• discuss basics of writing pseudocode,
• discuss the concept of constants and variables,
• discuss the concept of nesting.

Algorithmic thinking involves breaking down complex problems into smaller, more manageable
parts. It teaches pupils how to approach problems logically and systematically, making it easier
to find solutions. It encourages pupils to think critically about problems and solutions. It helps
them analyse situations, consider multiple perspectives, and make informed decisions.
While algorithms follow a set of rules, there is often room for creativity in designing them.
Teaching algorithmic thinking encourages pupils to think creatively and come up with
innovative solutions to problems. It involves understanding how algorithms work and how
to implement them. This enhances pupils' computational skills and helps them become more
proficient in coding and programming. Moreover, it requires pupils to think logically and make
connections between different parts of a problem. This improves their logical reasoning skills,
which are essential in many aspects of life.
Lesson Plan 1
Resources:
• What do you think of when you hear the word ‘algorithm’? Any ideas or guesses?
22
Computer Whiz Teaching Guide-8 • Have you ever followed a set of instructions or steps to solve a problem? Can you give an
example?
• How do you think computers solve problems? Do they think like humans, or is there a
different process involved?
Introduce the new topic of algorithmic thinking and problem-solving. Explain that algorithmic
thinking is a way of thinking and solving problems that is essential for computer science and
mathematics. It involves breaking down complex problems into smaller and simpler parts,
finding patterns and similarities, focusing on the relevant information, and creating step-by-step
instructions or solutions that can be understood by humans and computers.
Ask pupils to give some examples of problems or tasks that they encounter in their daily lives
that require algorithmic thinking. For example, making a sandwich, getting ready for school,
playing a game, etc. Write their responses on the board and discuss how they would approach
these problems using algorithmic thinking.
Explain that there are different ways to represent algorithms or solutions, such as pseudocode,
flowcharts, and structured language.
Concept Cloud
Pseudocode is a combination of human language and programming keywords that describes
the logic of an algorithm.
Flowcharts are graphical representations of an algorithm that use different shapes and
symbols to show the flow of execution.
Structured language is a formal and precise way of writing an algorithm using specific syntax
and rules.
Show some examples of pseudocode, flowcharts, and structured language for simple algorithms,
such as finding the maximum of two numbers, printing the first 10 natural numbers, or checking
if a number is even or odd. Explain the meaning and purpose of each element and symbol in the
representations. Ask pupils to compare and contrast the different representations and identify
their advantages and disadvantages.
Divide the class into small groups of 3-4 pupils. Distribute the worksheets and assign each group
a different problem or scenario from the textbook (pages 56-63). The problems or scenarios are:
9 Creating a solar lamp for pupils (page 57)
9 Solving the traffic problem using the problem-solving process (page 60)
9 Making a peanut butter sandwich (page 61)
9 Checking whether an input number is a palindrome or not (page 63)
Instruct the groups to work together to apply the stages of computational thinking
(decomposition, pattern recognition, abstraction, and algorithm) to their assigned problem or
scenario. They should write down their answers on the worksheets using pseudocode, flowcharts,
and structured language. They should also explain their reasoning and justify their choices.
23
Computer Whiz Teaching Guide-8 Monitor the groups and provide guidance and feedback as needed. Encourage the groups to use
the textbook, the Internet, and the visual programming tool as references and resources. Remind
them to check their work for accuracy, completeness, and clarity.
After the groups finish their work, ask them to present their solutions to the class. Have the other
groups listen and ask questions or provide comments. Discuss the similarities and differences
among the solutions and evaluate their efficiency, correctness, and simplicity.
Ask the pupils to work individually on their computers or laptops. Assign them a new problem
or scenario from the textbook (pages 56-63) that they have not worked on before. The problems
or scenarios are:
9 Finding the average marks scored by each pupil (page 56)
9 Checking whether a given number is positive, negative, or zero (page 59)
9 Printing day of week name using CASE statement (page 62)
9 Finding the factorial of a given number (page 63)
Instruct the pupils to apply the stages of computational thinking (decomposition, pattern
recognition, abstraction, and algorithm) to their assigned problem or scenario. They should
create their solutions using the visual programming tool and save their work. They should
also write down their solutions on a separate sheet of paper using pseudocode, flowcharts, and
structured language. They should explain their reasoning and justify their choices.
Monitor the pupils and provide guidance and feedback as needed. Encourage the pupils to use
the textbook, the Internet, and the visual programming tool as references and resources. Remind
them to check their work for accuracy, completeness, and clarity.
Conclusion (5 min)
• Summarise the main points and concepts of the lesson. Review the definition and importance
of algorithmic thinking and problem solving, the stages of computational thinking, the
different ways to represent algorithms, and the problem-solving techniques. Ask the pupils to
recall some of the examples and solutions they worked on and discussed in the lesson.
Classwork (5 min)
9 Do part A, B and C from the workstation
Homework assignment
9 Do Question 1 from part D
Lesson Plan 2
Resources:
Ask:
• Have you ever heard of algorithms before? Can you give an example of something you do in
24
Computer Whiz Teaching Guide-8 your daily life that might be considered an algorithm?
• Do you know what a conditional statement is in programming? Can you think of a situation
in real life where you might use a conditional statement?
• Have you ever used a loop in programming? What was it for, and how did it work?
Begin the lesson by explaining what an algorithm is. Use an analogy such as a recipe for making
a sandwich, where each step in the recipe is a single instruction in the algorithm. Discuss the
importance of algorithms in computer programming and how they help solve complex problems.
Introduce the concepts of time complexity and space complexity. Use the analogy of a chef
cooking in a small kitchen (low space complexity) vs. a large kitchen (high space complexity) to
explain space complexity. Use the analogy of a chef cooking a dish quickly (low time complexity)
vs. taking a long time to cook (high time complexity) to explain time complexity. Discuss how
these concepts help in comparing and analysing algorithms.
Explain the concept of nested conditionals using the example of a program that determines
whether a number is positive, negative, or zero. Use the pseudocode provided in the on pg.60 to
demonstrate how nested conditionals work. Discuss how nesting allows for powerful yet simple
programming.
Introduce the CASE statement as a way to select a path based on the value of a variable. Use the
example of printing the day of the week based on a number input (1-7) to demonstrate the CASE
statement. Discuss how the OTHERWISE keyword handles cases not explicitly specified in the
CASE statement.
Explain the concept of iteration as the process of repeating a set of instructions or steps.
Introduce the FOR loop as a way to iterate over a sequence of values. Use the pseudocode
provided in the book to demonstrate how to print ‘n’ natural numbers using a FOR loop. Discuss
the syntax of the FOR loop and the concept of a nested loop.
Introduce the REPEAT UNTIL loop as another way to iterate over a sequence of values. Use
the pseudocode provided in the book to demonstrate how to print n natural numbers using a
REPEAT UNTIL loop. Discuss the syntax of the REPEAT UNTIL loop and how it differs from
the FOR loop.
Conclusion (5 min)
Summarize the key points of the lesson: algorithms, time and space complexity, nested
conditionals, and iteration.
Encourage pupils to practice writing algorithms and using conditional statements and loops in
their programming assignments.
Classwork (5 min)
9 Do questions 2,3,4, and 5 form part D
Homework
25
Computer Whiz Teaching Guide-8 Suggested answers to end-of-chapter questions on pages 70 to 71
A. Fill in the missing blanks.
1. Break down complex problems. 2. Algorithm 3. Develop algorithms
4. Else statement 5. Greater than 6. Loop
7. Iteration 8. Recursion
B. True/false statements.
1. True
2. False. An algorithm should be in the correct order to achieve the desired outcome efficiently.
3. True 4. True 5. True
C. Choose the correct option.
1. a 2. c 3. c
4. a 5. a 6. d
D. Short-answer questions.
1. Refer to page 61 and 62 of the chapter.
2. The Halting problem is a decision-making problem based on an arbitrary computer program
and its input to determine whether the program will terminate or run forever. Pupils can
include an example from the chapter or from their own understanding.
3. A constant is a value that remains unchanged during program execution. It cannot be altered
by the program. Whereas a variable is a value that can change during program execution; it
can be assigned a new value.
4. Conditional statements are programming tools that help a computer make decisions. They
allow the computer to choose different actions to perform based on specific conditions or
criteria.
5. A conditional statement contained within another conditional statement is called a nested
conditional statement.
E. Long-answer questions.
1. Pupils will answer this question through their understanding of the topic. They can refer to
the techniques listed on page 59 and 60 of the chapter.
2. Pupils can write one simple and one detailed algorithm on the given subject and then
compare them on the basis of efficiency.
26
05 PROGRAMMING

• define programming and its purpose,
• identify and explain the basic programming constructs (variables, data types, operators,
expressions, statements, comments),
• use Scratch to create simple programs using the basic programming constructs,
• explain the difference between visual and textual programming languages,
• identify and explain the benefits and challenges of textual programming languages,
• use Python to create simple programs using the basic programming constructs.

The primary focus of this chapter is to introduce pupils to programming languages and to teach
them to code in different languages. Coding challenges pupils to approach problems logically
and break them down into manageable steps. Writing code allows for creative expression,
enabling pupils to bring their ideas to life digitally.
Coding in Scratch might be difficult to teach as it is a relatively new language. However, it is
imperative that you go into the classroom with confidence so that the pupils don't perceive
coding as difficult. Follow the following steps to self-learn Scratch from the official website:
Concept Cloud
Here's a step-by-step guide for teachers to use the Explore tab effectively:
Step 1: Access the explore tab
1. Open Scratch:
• Log in to the Scratch website using your teacher account. (https://scratch.mit.edu/)
2. Navigate to explore:
• Once logged in, locate and click on the ‘Explore’ tab. This tab is typically found in the top
menu bar of the Scratch website.
Step 2: Explore Projects and studios
1. Browse projects:
• Start by exploring various projects created by the Scratch community. Look for projects
related to game development to gain insights and inspiration.
2. Check studios:
• Visit different studios that focus on game development. Studios are curated collections of
projects centered around a specific theme or topic.
27
Step 3: Filter and search
1. Use filters:
• Utilize the search and filter options to narrow down projects based on difficulty level,
coding concepts, or specific game types.
2. Keyword search:
• If you have a specific topic or game idea in mind, use the search bar with relevant
keywords to find projects related to your interests.
Step 4: Analyse and learn
1. Review project code:
• Open projects that catch your attention and review the code. Take note of how different
programming blocks are used to create various effects and functionalities.
2. Examine comments:
• Pay attention to any comments left by the project creators. Comments often provide
insights into the coding choices and solutions.
Step 5: Experiment and remix
1. Remix projects:
• Feel free to remix existing projects. Remixing allows you to experiment with and modify
the code, gaining hands-on experience with different coding techniques.
2. Save remixes:
• Save your remixes to your account. This creates a personal library of projects that you can
refer back to later.
Step 6: Join scratch educator community
1. Explore educator resources:
• Visit the Scratch Educator Community within the Explore tab. Find resources, lesson
plans, and support specifically designed for educators teaching Scratch.
2. Connect with educators:
• Engage with other educators in the community. Share your experiences, ask questions,
and learn from the collective knowledge of the Scratch teaching community.
Step 7: Plan for teaching
1. Adapt projects:
• Choose projects that align with your lesson objectives and the skill level of your pupils.
Consider adapting projects to suit your specific teaching goals.
2. Create studios:
• Assemble studios with projects that form a coherent curriculum or learning path for your
pupils.
Vocabulary Cloud
IDE Integrated Development Environment
HTML Hyper Text Markup Language
CSS Cascading Style Sheets
28
Computer Whiz Teaching Guide-8 Lesson Plan 1
Resources
9 textbook pages 17- 21
9 Computers with Internet access (This class must be connected in the lab)
9 Scratch software
• Have you ever thought about creating your own game? Why or why not?
• What are some basic concepts you think are important for a game to have?
• Do you have any ideas for a game you'd like to create in Scratch?
Ask pupils what they think programming is and why it is important. Write their responses on
the board. Explain that programming is the process of creating instructions for a computer
to perform a specific task. Programming is important because it allows us to create software
applications that can solve problems, entertain, educate, and improve our lives. Show some
examples of software applications that use programming, such as games, websites, mobile apps,
etc. Ask pupils to name some more examples and how they use them.
Read page 72. Explain that there are different programming languages that can be used to
create software applications. Programming languages have rules and syntax that define how the
instructions are written and executed by the computer. Explain that there are two main types
of programming languages: visual and textual. Visual programming languages use graphical
elements, such as blocks, icons, or symbols, to create programs. Textual programming languages
use text, such as words, numbers, and symbols, to create programs.
Introduce Scratch as an example of a visual programming language that is designed for beginners
and allows them to create interactive stories, games, and animations. Show the Scratch interface
online and explain the main components, such as the stage, the sprites, the block palette, the
script area, and the green flag.
Demonstrate how to create a simple program that makes a sprite move and say something when
the green flag is clicked. Use the blocks from the Motion, Looks, and Events categories. Refer
to page 75. Explain the meaning and function of each block and how they fit together to form a
script.
Ask pupils to follow the steps from pages 76 to 83 and create the game ‘The Wizard Battle’ using
Scratch. Encourage them to experiment with different sprites, blocks, and settings. Provide
guidance and feedback as needed. Ask pupils to tweak more details or add other features to the
game. Encourage them to get creative with it!
Conclusion (5 min)
Ask:
• What coding concepts did you find most challenging or interesting while working on this
project?
• How did you use variables, loops, and conditionals in your game, and how did they
contribute to the gameplay?
29
Computer Whiz Teaching Guide-8 Classwork (5 min)
9 Do Part A and B from the workstation.
Homework assignment
9 Do Question 2 from the part E
Lesson Plan 2
Resources
9 textbook pages 84- 88
9 Computers with Internet access (This class must be conducted in the lab)
9 Visual Basic software
Ask the pupils the following questions, before starting to teach each technology, to gauge
their interest:
• Have you ever used any drag-and-drop programming interfaces before?
• How do you think a computer understands and executes code?
• What are your expectations or goals for learning Visual Basic?
Concept Cloud
Introduce the topic of variables and data types in Visual Basic, using the following
points:
• A variable is a named memory location that can store a value of a certain type.
• Data types are categories of values that determine how much memory a variable needs
and what kind of operations can be performed on it.
• Visual Basic has several data types, such as Integer, Double, String, Boolean, etc.
• To declare a variable, we use the Dim statement, followed by the variable name and the
data type, for example: Dim age As Integer
• To assign a value to a variable, we use the Let statement, followed by the variable name
and the equal sign, for example: Let age = 15
• To get user input, we use the InputBox function, which displays a dialog box with a
prompt and returns the value entered by the user, for example: name = InputBox(‘Enter
your name’)
• To display output, we use the MsgBox function, which displays a message box with a
message and an optional title, for example: MsgBox ‘Hello, ’ & name, , ‘Greeting’
• To perform arithmetic operations, we use operators such as +, -, *, /, and ^, for example:
area = length * width
Demonstrate how to use variables and data types in Visual Basic, using the examples from pages
84-88 of the document. Use the projector to show the code and the output on the screen, and
explain each step and line of code. Ask questions to check pupils’ understanding, such as:
9 What is the data type of the variable score?
30
Computer Whiz Teaching Guide-8 9 How do we declare a variable called name as a String?
9 How do we assign the value 3.14 to a variable called pi?
9 How do we get the user's name and store it in a variable called name?
9 How do we display a message that says ‘Hello, name’ using the MsgBox function?
9 How do we calculate the area of a rectangle with length 10 and width 5?
Circulate around the classroom and assist pupils who need help. Encourage pupils to help each
other and share their solutions.
Conclusion (5 min)
Ask:
• What are variables and data types in Visual Basic?
• How do we declare and assign values to variables in Visual Basic?
Classwork (5 min)
9 Do part C and D from the workstation.
Pre-reading:
textbook pages 90-92
Homework assignment

1. Visual 2. Move 3. Go to
4. Forever 5. High-level 6. Operator
1. True 2. False 3. True
4. False 5. False
1. b 2. b 3. b
4. c 5. c 6. c
7. b
1. The if-then-else statement is used in a flowchart to make decisions based on a condition. It
allows the flow of the chart to follow different paths depending on whether the condition is
true or false.
2. The main difference between a ‘while’ loop and a ‘do-while’ loop is that a ‘while’ loop checks
the condition before executing the loop, while a ‘do-while’ loop checks the condition after
executing the loop at least once. In other words, a ‘do-while’ loop guarantees that its code
block will execute at least once, whereas a ‘while’ loop may not execute if the condition is
initially false.
2. Pupils will answer this question based on their overall understanding of the topic.
31
06 DIGITAL CITIZENSHIP

• discuss the ethics and ethical issues in digital environments,
• explain the importance of being safe, responsible, and respectful online,
• define the key concepts of copyright, plagiarism, and piracy,
• identify improper use of computer resources,
• steps to secure information privacy and confidentiality,
• the possible dangers of the Internet and related security measures,
o Identify the purpose of major Internet uses such as business, social networking,
entertainment, information/news
o Evaluate digital media bias and messaging

Technology has become an integral part of our pupils' lives; therefore, it is paramount to equip
them with essential skills and knowledge beyond the traditional curriculum. Teaching pupils
about digital ethics fosters a sense of responsibility and respect for others online. It lays the
foundation for a positive and inclusive digital community.
The Internet is a powerful tool, and with great power comes great responsibility. Teaching pupils
to navigate the online world safely, responsibly, and respectfully is akin to providing them with a
compass for their digital journey, ensuring their well-being and positive interactions. Moreover,
it is important to recognise and avoid improper use of computer resources as it instils a sense
of stewardship for digital tools. It encourages responsible usage, helping pupils become mindful
and considerate digital citizens.
Understanding the principles of copyright, plagiarism, and piracy is essential in cultivating a
culture of creativity and respect for intellectual property. These concepts empower pupils to
navigate the digital landscape ethically and responsibly.
As pupils engage with digital platforms, ensuring their information privacy becomes paramount.
Teaching them the steps to secure their information fosters a sense of autonomy and control over
their digital footprint. The Internet, while a vast resource, also poses potential dangers. Educating
pupils about these risks and imparting knowledge on security measures empowers them to make
informed decisions and navigate the online world safely. Also, shedding light on the purposes of
major Internet uses, such as business, social networking, entertainment, and information/news,
enables pupils to comprehend the multifaceted nature of the digital landscape, preparing them
for future endeavour. In an era of information overload, teaching pupils to critically evaluate
digital media bias equips them with discernment skills. This ability is essential for fostering
independent thinking and responsible consumption of digital content.
32
Computer Whiz Teaching Guide-8 Vocabulary Cloud
Digital Footprint Data trail left behind when we use the Internet
Netizen A digital Citizen
Plagiarism Copying other people's work without their permission
Stealing author's data by a large-scale reproduction

Piracy
and using it for commercial purposes
Lesson Plan 1
Resources:
9 Poster and handouts of the pledge from the given link in the lesson plan.
Activate prior knowledge by asking pupils the following questions:
9 What do you think is digital Citizenship?
9 Why is it important to be ethical online?
Write their responses of the starter activity questions on the board. Show the video from
'Common Sense Education' about digital citizenship and ask pupils to pay attention to the key
terms and concepts.
Review the video by asking pupils to recall the six domains of digital citizenship: media
balance and well-being, privacy and security, digital footprint and identity, relationships and
communication, cyberbullying, digital drama and hate speech, and news and media literacy.
Explain that this lesson will focus on the concepts of copyright, plagiarism, piracy, and
responsible digital citizenship. The aim will be to identify and avoid copyright infringement,
practice ethical online behaviour, and comprehend the responsible uses of digital resources.
Begin with a brief discussion on what pupils understand about ownership and permission. Ask if
they have ever created something and how they would feel if someone used it without asking.
Write the definition of copyright on the board and discuss it in simple terms. Use keywords from
the word web given on page 91. Explain that copyright protects the rights of creators to control
the use of their original work.
Define plagiarism and piracy using relatable examples. Discuss why these actions are
considered unethical and the impact they can have on creators. Emphasise the importance of
using copyrighted materials ethically. Discuss the principles of respect and kindness in digital
interactions. Use the following analogies to describe these concepts further:
33
Concept Cloud
1. Copyright:
• Analogy: Imagine you bake a delicious batch of cookies. Copyright is like saying, ‘These
are my special cookies, and only I get to decide who gets to have them or make more.’
So, when someone else wants to use your recipe or share your cookies, they need to ask
for your permission first. In the same way, when someone creates something like a book,
song, or artwork, they have the right to control who can use it.
2. Plagiarism:
• Analogy: Think of a class project as building a cool Lego castle. Now, if someone else
takes a picture of your castle and pretends it's theirs without giving you credit, that's
like plagiarism. Plagiarism is copying someone else's work, like using their Lego design,
without saying, ‘Hey, I got this idea from [your name].’ It's not fair and can make you feel
upset, just like when someone takes credit for your hard work at school.
3. Piracy:
• Analogy: Picture this-you create an amazing mixtape of your favourite songs. Piracy is
like if someone makes a hundred copies of your mixtape, sells them, and keeps the money
for themselves without asking you. They're basically stealing your music and making a
profit! Similarly, piracy happens when people copy and sell things like movies, music,
or games without permission from the original creators. It's not fair to the creators who
worked hard to make those things.
Remember, these are just like the rules we follow every day. You wouldn't take someone's
bike without asking, and you shouldn't take someone's creative work without asking either.
Copyright, plagiarism, and piracy are all about respecting other people's ideas and hard
work.
Refer to pages 92-93 and discuss the principles of being responsible online, setting limits, and
avoiding compromise on health one by one. Introduce the importance of securing personal
information and the dangers of identity theft and phishing. Discuss the various uses of the
Internet, such as in business, entertainment, education, news, healthcare, and navigation.
Highlight the positive impacts but also discuss the potential dangers like digital media bias.
Present the two versions of the incident given on page 95 and 96 and have pupils identify biases,
if any. Discuss the importance of evaluating multiple sources and avoiding misinformation.
Summarise the key points of responsible digital citizenship.
Conclusion (5 min)
• You may log on to 'Common Sense Education' and ask pupils to sign their Digital Citizenship
Pledge as a commitment to be respectful, responsible, and safe online.
• Distribute the handouts of the pledge among pupils and display it on the soft board as a
poster too. Read it aloud with the pupils. Ask them to write their names on a paper and stick
it on the pledge poster.
34
Computer Whiz Teaching Guide-8 Classwork (5 min)
9 Do parts A, B, and C from the workstation.
Homework assignment
9 Ask pupils to research and bring examples of positive and negative uses of the Internet.
9 Do Part D and E from the workstation.Suggested answers to end-of-chapter questions on
pages 96 to 97

1. Digital footprint 2. Cyberbullying 3. Digital communication
4. Bank details, passwords 5. Respect
1. True
2. False. Using someone else's words, ideas, or thoughts without giving them due credit is
known as plagiarism
3. True 4. True
1. d 2. b 3. b
4. a 5. b
1. Plagiarism is the act of using someone else's work, ideas, or intellectual property without
proper attribution or permission.
Copyright refers to the legal protection granted to the creators of original works, giving them
exclusive rights to reproduce, distribute, and display their work.
Piracy is the unauthorised reproduction, distribution, or sharing of copyrighted material,
such as software, music, movies, or books.
2. Pupils will answer this question based on their overall understanding of the chapter.
Examples include online threat awareness, backups and strong passwords.
35
07 DIGITAL MARKETING

• explain the concept of promotion, value proposition, and quality assurance,
• define Business Plan and its components,
• understand the difference between payment and transactions; choose safe transaction
methods,
• discuss Search Engine Optimization (SEO), using social media websites such as Instagram,
Twitter, and blogs,
• analyse how technology is an enabler in entrepreneurship,
• name and describe the digital platforms that can be used for entrepreneurship,
• describe the basic components of a business plan, i.e. market need, product design,
costing, operations, and marketing.

As we prepare our pupils for the challenges and opportunities of the future, it is crucial to equip
them with a foundational understanding of key business concepts. Introducing business plans
encourages pupils to think creatively and strategically about identifying opportunities and
solving problems. It instils an entrepreneurial mindset, fostering skills like critical thinking,
adaptability, and innovation. Learning about business plans and digital marketing provides them
with practical knowledge applicable to their daily lives. It helps them understand the dynamics of
the business world and the role of technology in shaping and promoting ventures.
Teaching digital marketing introduces pupils to essential technological tools and platforms. It
enhances their digital literacy, enabling them to navigate and utilise technology effectively, a skill
crucial for success in various academic and professional endeavour. Digital marketing introduces
pupils to the global nature of business. They learn how technology connects people worldwide
and understand the importance of reaching diverse audiences. This global perspective is essential
for fostering cultural awareness and adaptability.
Both business plans and digital marketing require effective communication. Pupils learn to
articulate their ideas clearly, create persuasive presentations, and understand the impact of
communication on business success. Business plans involve understanding financial components
like budgeting, costing, and profit and loss statements. This early exposure to financial concepts
lays the groundwork for financial literacy, helping pupils make informed decisions about money
in their personal and professional lives.
36
Computer Whiz Teaching Guide-8 Vocabulary Cloud
SMART Specific, Measurable, attainable, relevant, timely
Product Any item that is sold to customers
E-commerce Electronic commerce. Refers to trading of goods and
services on the Internet
Lesson Plan 1
Resources:
9 Set of worksheets (made as per the instructions in the lesson plan)
9 Internet access for research during class activity
9 Are you familiar with the term marketing?
9 What is marketing in your opinion?
9 How do you decide which brand to buy when buying groceries or your shampoo?
9 Have you ever noticed online ads while using the Internet? How do you think they affect
people's buying decisions?
Reading and Explanation (25 min)
Begin with a brief discussion on what pupils understand about marketing. Introduce the
definition of marketing and its fundamental principles: product, price, place, and promotion
from page 98. Discuss real-world examples of each principle using familiar products. You may
use the following examples:
Concept Cloud
1. Product: iPhone
• Description: The product is the physical device, its features, and functionalities.
• Example: The iPhone is a sleek, touchscreen smartphone that boasts advanced camera
technology, facial recognition, and a user-friendly interface. Its design, performance, and
unique features make it stand out in the market.
2. Price: Nike shoes
• Description: Price refers to the amount of money customers pay for a product.
• Example: Nike offers a range of athletic shoes at different price points. The price of a
premium running shoe might be higher due to advanced technology and materials,
while a basic pair might be more affordable, making Nike accessible to a wide range of
consumers.
37
3. Place: Starbucks coffee
• Description: Place involves the distribution channels through which a product is made
available to customers.
• Example: Starbucks strategically places its coffee shops in busy urban areas, shopping
malls, and even inside grocery stores. This allows them to reach customers in various
locations and make their products easily accessible for a quick coffee fix.
4. Promotion: Coca-Cola
• Description: Promotion involves marketing communications to raise awareness and drive
sales.
• Example: Coca-Cola uses various promotional strategies, such as TV commercials, social
media campaigns, and sponsorships of major events like the FIFA World Cup. These
efforts aim to create a positive image, boost brand visibility, and encourage consumers to
choose Coca-Cola over other beverages.
Activate pupils' prior knowledge by asking them what they know about marketing and how it is
done in the digital age. Show them some examples of digital marketing campaigns from different
platforms (e.g. social media, email, website, etc.) and ask them to identify the product, target
audience, and value proposition. Explain that digital marketing is a way of promoting a product
or service using online channels and tools. Discuss the four Ps of marketing: product, price,
place, and promotion. Tell them that they will learn more about digital marketing and how to
create a business plan for their own product or service.
Define Quality Assurance and its importance. Discuss the value proposition using an everyday
example. Use the following example:
Concept Cloud
Product: Backpack
‘Our backpack, the ‘Adventure bag,’ is not just a bag; it's your companion on every journey,
school day, and outdoor adventure. Designed for comfort, durability, and style, it goes
beyond the ordinary to enhance your daily experience.
1. Durability:
Crafted with high-quality materials, the Adventure bag ensures longevity, resisting wear and
tear during your school years and outdoor escapades.
2. Comfort:
Padded shoulder straps and a breathable back panel provide maximum comfort, making it
easy to carry all your essentials without strain.
3. Style:
Available in a range of vibrant colours and modern designs, the Adventure bag lets you
express your unique personality and sense of style.
38
4 Functionality:
Thoughtful features such as multiple compartments, a laptop sleeve, and water bottle holders
keep you organised and prepared for whatever the day brings.
5. Versatility:
From schoolbooks to sports gear, the Adventure bag adapts to your lifestyle, seamlessly
transitioning from the classroom to extracurricular activities.
Choose the Adventure bag – not just a backpack, but a reliable companion on your journey
through the exciting adventures of everyday life!
Divide pupils in pairs and ask them to create a value proposition for a hypothetical product.
Share and discuss their value propositions.
Discuss different payment methods in business. Share examples and discuss how payment
methods impact transactions. Define digital marketing and its significance. Discuss the shift
from traditional to digital marketing using page 101. Introduce common digital marketing tools
and techniques. Discuss SEO, Google Ads, Blogs, Vlogs, and Social Media Marketing. Discuss
the advantages of digital marketing over traditional methods. Encourage pupils to share their
experiences with digital media (even if it is as a consumer).
Class Activity
Divide the class into small groups and assign each group a product or service to market
(e.g. a book, a game, a gadget, a clothing line, etc.). Give each group a worksheet with the
following sections:
• Product description: Provide a brief overview of the product or service, highlighting its
features, benefits, and unique selling points.
• Target audience: Identify the potential customers for the product or service, including
their needs, interests, and preferences.
• Marketing strategy: Select one or more types of digital marketing channels to promote
the product or service (such as social media, email, website, etc.). Explain how and
why they will use them, what message they will convey, and what action they want the
customers to take.
• Budget: Estimate the amount of money required to be spent on the digital marketing
campaign and how they will allocate it to different channels and activities.
• Evaluation: Define how the success of the digital marketing campaign will be measured,
including the indicators that will be used, and how the data will be collected and analysed.
Have the groups work on their worksheets using the textbook pages 98-103 and other online
resources as references. Monitor and assist them as needed.
Have each group present their digital marketing plan to the class using a PowerPoint
presentation or a poster. Use a rubric to assess their content, creativity, and presentation
skills. Provide feedback and suggestions for improvement.
39
OR
Divide pupils into small groups. Provide each group with a different product and ask them
to identify its product, price, place, and promotion strategies. Ask groups to present their
findings, encouraging discussions on different marketing strategies.
Discuss the importance of considering all four elements in marketing strategy. Connect the
discussion to real-world examples, emphasising the interdependence of the four P's.
OR
Ask pupils to create a Digital Marketing Plan using the following instructions:
In groups, define your fictional brand and target audience and its unique selling points.
Identify the target audience and create buyer personas.
Each group then develops a digital marketing plan for their fictional brand. Emphasise the
importance of aligning strategies with the brand and target audience. After sharing the group
projects with the class, reflect on the challenges and opportunities in digital marketing.
Conclusion (5 min)
• Review the main points of the lesson and ask the pupils to reflect on what they learned. Ask
them to share their opinions on digital marketing and its advantages and challenges. Ask
them how they can apply project management and media literacy skills to execute their
plan. Thank them for their participation and encourage them to explore more about digital
marketing and entrepreneurship.
Classwork (5 min)
9 Do part A and B from the workstation
Pre-reading:
Homework assignment
9 Research and present a real-world example of a successful digital marketing campaign.
9 Reflect on personal preferences for online payment methods and discuss them in the next
class.
9 Do Part D from the workstation
Lesson Plan 2
Resources:
9 What comes to your mind when you hear the term ‘entrepreneurship’?
9 Can you think of any successful entrepreneurs and the businesses they started?
9 Why do you think problem-solving skills are crucial for entrepreneurs?
9 How do you think technology has changed the way businesses operate today?
40
Computer Whiz Teaching Guide-8 9 Can you name some ways in which technology helps entrepreneurs start and manage their
businesses?
9 Do you use social media platforms? How do you see businesses using social media for
promotion?
Begin with a brief discussion on entrepreneurship and why problem-solving skills are essential
for success in business. Introduce the concept of entrepreneurial problem solving and its role
in identifying and addressing challenges in the business world. Engage pupils by discussing
relatable problems and brainstorming creative solutions.
Activate prior knowledge by asking pupils what they know about entrepreneurship and why it is
important in the digital age. Explain that entrepreneurship is the process of creating, launching,
and running a new business and that entrepreneurial problem-solving is the ability to identify
and solve problems creatively and innovatively.
Discuss how technology facilitates entrepreneurship through tools like online stores, social
media, crowdfunding, and mobile devices. Use analogies such as comparing technology to
a toolbox that entrepreneurs use to build and manage their businesses. Present the steps
for developing a digital marketing strategy, including analysis, goal setting, budgeting, and
measurement of results. Introduce various digital platforms that support entrepreneurs, such
as social media, e-commerce, online advertising, digital payment, food delivery, and logistics.
Discuss how these platforms provide opportunities for entrepreneurs to connect with customers,
sell products, and streamline operations.
Class Activity
Divide the class into four groups and assign each group one of the following digital
platforms: website, blog, social media, or e-commerce. Ask each group to read the relevant
section on pages 103-104 and complete a worksheet with the following questions:
• What is the purpose and function of this digital platform?
• What are some examples of entrepreneurs who use this digital platform?
• What are some advantages and disadvantages of using this digital platform?
Have each group present their answers to the class and compare and contrast the different
digital platforms.
Explain that a business plan is a document that describes the goals, strategies, and operations
of a new or existing business. Explain the key components of a business plan, including market
needs, product design, executive summary, business description, structure, costing, and financial
documentation. Relate business plan components to building a roadmap for the business and
ensuring its success. Ask pupils to brainstorm some questions that a business plan should answer,
such as:
9 What is the name and mission of the business?
9 What is the product or service that the business offers?
9 Who are the target customers and competitors of the business?
9 How will the business market and sell its product or service?
9 How much money does the business need and how will it make a profit?
41
Computer Whiz Teaching Guide-8 Write the questions on the board and have pupils refer to pages 105-106 of the textbook to find
the answers.
Explain that a business plan should also include a SWOT analysis, which stands for strengths,
weaknesses, opportunities, and threats, and helps the entrepreneur to evaluate the internal and
external factors that affect the business.
Ask pupils to work in pairs and choose one of the examples of digital businesses on page 106 and
conduct a SWOT analysis for it.
Explain that project management is the process of planning, organising, and executing a project,
such as creating a business plan. Discuss the role of project management in executing a business
plan, emphasising communication, budgeting, time management, resource management, and
customer satisfaction.
Explain that media literacy is the ability to access, analyse, evaluate, and create media content,
such as digital images, videos, or podcasts. Explain how media literacy enables businesses to
understand and communicate with their audience, make informed decisions, and measure
performance.
Ask pupils why project management and media literacy are important skills for entrepreneurs
in the digital age. (Possible answers may include project management helps to set goals, allocate
resources, monitor progress, and deliver results; media literacy helps to communicate effectively,
attract customers, and avoid misinformation or manipulation.)
Show some examples of media content created by entrepreneurs to promote their businesses. Ask
pupils to evaluate the media content using the following criteria:
9 Is the message clear and relevant?
9 Is the tone and style appropriate for the audience and purpose?
9 Is the content accurate and credible?
9 Is the content engaging and persuasive?
Have pupils share their feedback and suggestions for improvement.
Conclusion (5 min)
• Summarise key points about entrepreneurial problem solving, technology, digital marketing,
and business planning. Emphasise the importance of creativity, adaptability, and continuous
learning in entrepreneurship.
• Ask pupils to reflect on their own entrepreneurial ideas and how they can use digital
technology to solve problems or create products or services.
Classwork (5 min)
9 Do part C from the workstation
Homework assignment
9 Ask pupils to create a draft of a business plan for their own digital business, using the
template on page 106 of the textbook.
9 Do Part E from the workstation
42
Computer Whiz Teaching Guide-8 Suggested answers to end-of-chapter questions on pages 107 to 108
1. Digital marketing 2. Digital marketing
3. Search Engine Optimization (SEO) 4. Social media marketing
5. Digital media
1. True
2. False. The 4Ps of marketing refer to Product, Price, Place, and Promotion.
3. True 4. True
5. False. SEM stands for Search Engine Marketing, not Special Executive Marketing.
6. True 7. True
1. d 2. d 3. d
4. b 5. a 6. a
1. Marketing refers to activities a company undertakes to promote the buying or selling of a
product or service. Pupils can build on this response to demonstrate their understanding.
2 i. Product refers to an item or items the business plans to offer to the customers.
ii. Price refers to how much the company will sell the product for.
iii. Place refers to the distribution of the product.
iv. Promotion includes a variety of activities such as advertising, selling, sales promotions,
public relations, direct marketing and sponsorship.
3. Traditional market strategies involve the following activities:
Outdoor Marketing: Billboards, printed advertisements on benches, sticker wraps on
vehicles, or advertisements on public transit.
Print Marketing: Brochures, fliers, newspaper ads, or magazine ads.
Direct Marketing: Coupons, vouchers for free goods, or pamphlets.
Electronic Marketing: TV and radio
Event Marketing: Conferences, trade shows, seminars, roadshows, or private events.
4. Digital marketing is the promotion of brands to connect with potential customers using the
Internet and other forms of digital communication.
2. Quality assurance (QA) is the process of ensuring that a product or service meets the
established standards and the needs and expectations of customers. Pupils will answer this
question based on their understanding of the topic. They can refer to page 104 of the chapter
for assistance.
43
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8

ICT FUNDAMENTALS 1 4 PROGRAMMING

The content in each chapter is supported by

1 Vocabulary Cloud 2 Lesson Plans 3 Concept Cloud

4 Interactive Class Activities 5 Relevant Weblinks

6 Homework For Extended Learning Suggested Answers to End

 analyse the use of emerging technologies in various walks of life (e.g.

 apply the concepts of computational thinking and problem-solving

04 Algorithmic strategies to solve complex problems by identifying the most efficient

DOMAIN D: Programming - Pupils will be able to:

 apply intermediate-level programming constructs (e.g. functions,

DOMAIN E: Digital Citizenship - Pupils will be able to:

 develop an understanding of the basics of digital marketing platforms

After completing this chapter, pupils should be able to:

Introduction for the teacher

Suggested answers to end-of-chapter questions on pages 6 to 7

After completing this chapter, pupils should be able to:

Introduction for the teacher

Suggested answers to end-of-chapter questions on pages 20 to 21

3A DATA HANDLING USING

After completing this chapter, pupils should be able to:

Introduction for the teacher

Part 2: Formatting and calculations

Suggested answers to end-of-chapter questions on pages 33 to 34

After completing this chapter, pupils should be able to:

Suggested answers to end-of-chapter questions on pages 54 to 55

After completing this chapter, pupils should be able to:

Introduction for the teacher

After completing this chapter, pupils should be able to:

Introduction for the teacher

Suggested answers to end-of-chapter questions on pages 88 to 89

After completing this chapter, pupils should be able to:

Introduction for the teacher

Netizen A digital Citizen

Plagiarism Copying other people's work without their permission

Stealing author's data by a large-scale reproduction

Suggested answers to end-of-chapter questions on pages 96 to 97

After completing this chapter, pupils should be able to:

Introduction for the teacher

You might also like

4 Interactive Class Activities 5 Relevant Weblinks

6 Homework For Extended Learning Suggested Answers to End