General Information:

Unit: FGS Class: X-Sci

Topic: Problem Solving and Algorithm Designing Duration of Class: 40 mints
Subject: Computer Month: August’2024
Prepared by: Adina Fatima No of teaching day(s):10

Objectives:

Students will be able to:

 Understand the concept of problem-solving.

 Define what a problem is.
 Plan the solution to a problem.
 Identify and apply problem-solving strategies..

Day 01

Methodology:
Discussion Method, Explanation Method

Teaching Aids:
White Board, Blue and Black markers, Duster.

Motivation: (5 mints)
Begin by asking students:

 Have you ever faced a challenging situation or problem? How did you solve it?
 Why do you think it’s important to have a structured approach to solving problems?

Share a real-life example where problem-solving skills were crucial.

Introduction:

Introduce the topic by explaining the importance of problem-solving skills in both academic
and everyday life.

Write on the board:

 “Problem-solving is the process of finding the solution of complex and difficult

issues”

Explain that learning problem-solving strategies can help in tackling both simple and
complex problems effectively.
Developmental Activity/ Subject Matter Delivery: (30 mints)

Problem Solving: Problem-solving is the process of finding solutions to difficult or complex

issues.

Problem: A problem is any situation where a gap exists between the current state and a
desired state.

Problem Solving Strategies:

For Solving any problem, it is important to know what the problem really is, and how should
it actually be if there is no such problem.

* Explanation of book page no 2-3

Copy Work: (5 mints)

 Subjective Type Questions (Marking in book)

Q1. What is Problem Solving?

Q2. Define Problem.

Recap: (5 mints)
Teacher will have a short recap of class by asking.
What is problem-solving?

What are some common problem-solving strategies?

General Information:
Unit: FGS Class: X-Sci
Topic: Problem Solving and Algorithm Designing Duration of Class: 40 mints
Subject: Computer Month: August’2024
Prepared by: Adina Fatima No of teaching day(s):10

Objectives:

Students will be able to:

 Define a problem clearly.

 Generate alternative solutions.
 Evaluate and select the best alternative solution.
 Implement the chosen solution and follow up to assess its effectiveness.
 Identify and apply problem-solving strategies..

Day 02

Methodology:
Discussion Method, Explanation Method

Teaching Aids:
White Board, Blue and Black markers, Duster.

Motivation: (5 mints)
Ask students:

 "Have you ever faced a problem that required multiple solutions? How did you decide
on the best one?"
 "Would you like to learn a structured approach to solving problems more
effectively?"

Explain that understanding the problem-solving process helps make informed decisions and
achieve better outcomes.

Introduction:

Introduce the topic by explaining that effective problem-solving involves a structured

approach to understand and address issues. Write on the board: "The problem-solving process
helps in systematically defining, exploring, and addressing challenges to find the best
solutions."

Explain that learning problem-solving strategies and processes can help in tackling both
simple and complex problems effectively.
Developmental Activity/ Subject Matter Delivery: (30 mints)

Define the Problem:

Clearly understanding and defining the problem is the first step. It involves identifying
the issue and its impact.

Generate Alternative Solutions:

Brainstorming multiple solutions to address the problem. Consider various options and
approaches

Evaluate and Select Alternative Solutions:

Assess the feasibility, advantages, and disadvantages of each alternative. Select the most
viable solution.

Implement and Follow Up on the Solution:

Execute the chosen solution and monitor its effectiveness. Make adjustments if
necessary.

* Explanation of book page no 3-4

Copy Work: (5 mints)

 Subjective Type Questions (Marking in book)

Q3. What are the strategies of Problem Solving

Recap: (5 mints)
Review the problem-solving process by asking:

 How do you clearly define a problem?

 What are some methods for generating alternative solutions?
 How do you evaluate and choose the best solution?
 What steps should you take to implement and follow up on the solution?
General Information:
Unit: FGS Class: X-Sci
Topic: Problem Solving and Algorithm Designing Duration of Class: 40 mints
Subject: Computer Month: August’2024
Prepared by: Adina Fatima No of teaching day(s):10

Objectives:

Students will be able to:

 Understand the concept and importance of algorithms.

 Identify examples of algorithms in daily life.
 Recognize the role of algorithms in problem-solving.
 Describe the qualities of a good algorithm.
 Write simple algorithms for common tasks.

Day 03

Methodology:
Discussion Method, Explanation Method

Teaching Aids:
White Board, Blue and Black markers, Duster.

Motivation: (5 mints)
Begin by asking students:

 Have you ever followed a recipe to cook something?

 Have you ever used a map to find directions?

Explain that these are examples of algorithms in everyday life.

Introduction:

Introduce the topic by explaining the significance of algorithms in both computer

science and daily life. Write on the board: “An algorithm is a step-by-step
procedure to solve a problem or accomplish a task.” Highlight that algorithms are
used in various fields and are essential for problem-solving and efficiency.
Developmental Activity/ Subject Matter Delivery: (30 mints)

Algorithm: An algorithm is a step-by-step procedure to solve a problem or

accomplish a task.

·Examples of Algorithms in Daily Life:

 Recipe for Cooking: Step-by-step instructions to prepare a dish.

 Directions on a Map: Steps to get from one location to another.
 Morning Routine: Sequential steps followed from waking up to getting ready
for the day

Role of Algorithms in Problem-Solving:

 Algorithms provide a clear and structured way to solve problems.

 They help break down complex problems into manageable steps.
 Algorithms ensure consistency and efficiency in problem-solving.

·Qualities of a Good Algorithm:

 Clear and Unambiguous

 Finite
 Efficient
 Correct
 General

* Explanation of book page no 5-8

Copy Work: (5 mints)

 Subjective Type Questions (Marking in book)

Q4. What is Algorithm?

Q5. Explain the role of algorithm in problem solving
Q6. What are the qualities of a good algorithm?

Recap: (5 mints)
Summarize the lesson by asking students:

 What is an algorithm?
 Can you name some daily life examples of algorithms?
 What are the qualities of a good algorithm?
 Can you explain the steps in the algorithm for making a cup of tea
General Information:
Unit: FGS Class: X-Sci
Topic: Problem Solving and Algorithm Designing Duration of Class: 40 mints
Subject: Computer Month: August’2024
Prepared by: Adina Fatima No of teaching day(s):10

Objectives:

Students will be able to:

 Understand and develop algorithms for various everyday tasks and

calculations.
 Create and interpret flowcharts representing these algorithms.

Day 04

Methodology:
Discussion Method, Explanation Method

Teaching Aids:
White Board, Blue and Black markers, Duster.

Motivation: (5 mints)
Ask students:

 "Have you ever followed a recipe or set of instructions to complete a task?

How did it help you?"
 "Would you like to learn how to create step-by-step instructions for solving
problems using algorithms?"

Explain that algorithms are like recipes for solving problems and that flowcharts can
help visualize these instructions.

Introduction:

Introduce the concept of algorithms as step-by-step procedures for solving specific

problems. Define a flowchart as a visual tool used to represent and organize these
steps. Write on the board:"An algorithm is a sequence of steps to solve a problem, and
a flowchart is a diagram that visually represents these steps.”
Developmental Activity/ Subject Matter Delivery: (30 mints)

Examples of Algorithm: Examples of Algorithm that the teacher will discuss in this
lecture are

1. Making a cup of Tea.

2. Sum of two numbers
3. Average of three numbers
4. Percentage calculate

Definition of Flowchart:

 Explanation: A flowchart is a diagram that represents a process or algorithm

using symbols connected by arrows.

* Explanation of book page no 6-8

Copy Work: (5 mints)

 Subjective Type Questions (Marking in book)

Q7. Define flowchart.

Q8. What is the purpose of using flowchart.

Recap: (5 mints)
Summarize the lesson by asking students:
· How do you create a flowchart to represent an algorithm?

· Can you describe the steps for one of the algorithms discussed today?
General Information:
Unit: FGS Class: X-Sci
Topic: Problem Solving and Algorithm Designing Duration of Class: 40 mints
Subject: Computer Month: August’2024
Prepared by: Adina Fatima No of teaching day(s):10

Objectives:

Students will be able to:

 Understand the purpose and importance of flowcharts in problem-solving.

 Identify and describe common flowchart symbols.
 Create simple flowcharts using standard symbols.

Day 05

Methodology:
Discussion Method, Explanation Method

Teaching Aids:
White Board, Blue and Black markers, Duster.

Motivation: (5 mints)

Begin by asking students:

 Have you ever drawn a map to show directions?

 Have you used a step-by-step guide to assemble something?

Explain that flowcharts are similar to these maps and guides, providing visual
steps to solve problems or complete tasks.

Introduction:

Start the lecture by asking student “Have you ever used a diagram to plan out a
project or explain a process?" Then Introduce the topic by explaining the
significance of flowcharts in organizing and visualizing the steps in a process.
Write on the board: “A flowchart is a diagram that represents a process,
showing the steps as boxes of various kinds, and their order by connecting
them with arrows.” Highlight that flowcharts are used in various fields, including
computer science, engineering, and business.
Developmental Activity/ Subject Matter Delivery: (30 mints)

Definition of Flowchart:

A flowchart is a graphical representation of a process, illustrating the sequence of

steps needed to complete a task.

Purpose and Importance of Flowcharts:

 Clarity: Provides a clear visualization of a process.

 Communication: Helps communicate how a process works or how to solve a
problem.
 Problem-Solving: Assists in identifying problem areas and improving
processes.
 Documentation: Serves as documentation for processes and procedures.

Common Flowchart Symbols:

Start/End (Oval): Indicates the beginning or end of a process.

Process (Rectangle): Represents a step or action in the process.

Decision (Diamond): Indicates a decision point where the process can branch
based on a yes/no or true/false condition.

Input/Output (Parallelogram): Represents input to or output from a process.

Arrow: Shows the direction or flow of the process.

 Connector (Circle): Used to connect parts of the flowchart, often when the
chart

* Explanation of book page no 9-10

Copy Work: (5 mints)

 Subjective Type Questions (Marking in book)

Q9. Define different symbols used in flowchart.

Recap: (5 mints)
Teacher will have a short recap of class by asking.
Why are flowcharts important?

Can you name and describe some common flowchart symbols?

General Information:
Unit: FGS Class: X-Sci
Topic: Problem Solving and Algorithm Designing Duration of Class: 40
mints
Subject: Computer Month: August’2024
Prepared by: Adina Fatima No of teaching day(s):10

Objectives:

Students will be able to:

 Understand the importance of flowcharts in solving problems.

 Create and interpret a flowchart for a given problem.
 Apply flowcharting skills to design solutions for problems.

Day 06

Methodology:
Discussion Method, Explanation Method

Teaching Aids:
White Board, Blue and Black markers, Duster.

Motivation: (5 mints)
Begin by asking students:

·Have you ever used a diagram or a chart to solve a problem or to plan a project?

· How did it help you understand the process better?"

Introduction:

 Introduce the topic by explaining that flowcharts are essential tools for
visualizing and organizing the steps needed to solve a problem.
 Explain that flowcharts help break down complex problems into simpler,
manageable steps and are widely used in fields such as computer science,
engineering, and business. Also explain the difference between Algorithm and
flowchart.

Developmental Activity/ Subject Matter Delivery: (30 mints)

Importance of flowchart for solving a problem: Flowcharts are crucial for

problem-solving as they provide a clear, visual representation of processes,
making complex tasks easier to understand and analyze. They simplify identifying
 issues and inefficiencies while improving communication and supporting better
decision-making. Additionally, flowcharts serve as valuable tools for
documentation and process improvement.

* Explanation of book page no 10-12

Copy Work: (5 mints)

 Subjective Type Questions (Marking in book)

Q10. Write down the importance of flowchart in problem solving.

Q11. What are the difference between Algorithm and Flowchart.

Recap: (5 mints)
Summarize the lesson by asking students:

Why are flowcharts important for solving problems?

How does the flowchart help in understanding and solving the problem?
General Information:
Unit: FGS Class: X-Sci
Topic: Problem Solving and Algorithm Designing Duration of Class: 40 mints
Subject: Computer Month: August’2024
Prepared by: Adina Fatima No of teaching day(s):10

Objectives:

Students will be able to:

 Understand the concept of data structures and Linear Data Structure,

Day 07

Methodology:
Discussion Method, Explanation Method

Teaching Aids:
White Board, Blue and Black markers, Duster.

Motivation: (5 mints)

Begin by asking students:

 "Have you ever used a list to keep track of tasks or items?"

 "How do you organize and access items in that list?"

Explain that linear data structures help in organizing and managing data in a
sequential manner, similar to how lists help in everyday tasks.

Introduction:

Introduce the concept of Data Structure, linear data structures and their significance in
organizing and processing data. Write on the board:

 A data structure is a specialized format for organizing, processing, and storing

data efficiently, allowing for optimal access and modification.
 Linear data structures are data structures where elements are arranged in a
sequential order, and each element is connected to its previous and next
element.
Developmental Activity/ Subject Matter Delivery: (30 mints)

Data Structure:

A data structure is a specialized format for organizing, storing, and managing data in a
computer to enable efficient access and modification.

Linear Data Structure:Linear data structures are used to store data in a linear
sequence, where elements are arranged one after another.

Copy Work: (5 mints)

 Subjective Type Questions (Marking in book)

Q12. Describe Data Structure.

Q13. Define Linear Data Structure.

Recap: (5 mints)
Teacher will have a short recap of class by asking.
What is Data Structure?

What is Linear Data Structure?

General Information:
Unit: FGS Class: X-Sci
Topic: Problem Solving and Algorithm Designing Duration of Class: 40 mints
Subject: Computer Month: August’2024
Prepared by: Adina Fatima No of teaching day(s):10

Objectives:

Students will be able to:

 Identify and describe the types of linear data structures: stack, queue, and
array.
 Explain the use cases and basic operations of stacks, queues, and arrays.

Day 08

Methodology:
Discussion Method, Explanation Method

Teaching Aids:
White Board, Blue and Black markers, Duster.

Motivation: (5 mints)
Ask students:

 "Have you ever used a list to manage items or tasks? How did you decide the
order of these items?"
 "What if you needed to manage items in a specific order, like undoing actions
or scheduling tasks? How might you organize this data?"
 Explain that linear data structures like stacks, queues, and arrays are essential
for organizing and managing data in these scenarios.

Introduction:

Introduce linear data structures as methods for storing and managing data in a
sequential manner. Write on the board "Linear data structures store elements in a
sequential order, allowing for efficient data management and retrieval."

Briefly introduce stacks, queues, and arrays as common types of linear data structures.
Developmental Activity/ Subject Matter Delivery: (30 mints)

Types of Linear Data Structure;

1. Array: An array is a collection of elements stored in contiguous memory locations.

2. Stack: A stack is a linear data structure that follows the Last In, First Out (LIFO)
principle.

3.Queue: A queue is a linear data structure that follows the First In, First Out (FIFO)
principle.

* Explanation of book page no 13-14

Copy Work: (5 mints)

 Subjective Type Questions (Marking in book)

Q14. Describe Stack and its Operation.

Q15. Describe Queue and its Operation.
Q16. Describe Array and its Operation.

Recap: (5 mints)
Teacher will have a short recap of class by asking.
What is Linear Data Structure?

Can you describe the main differences between arrays, stacks, and queues?
General Information:
Unit: FGS Class: X-Sci
Topic: Problem Solving and Algorithm Designing Duration of Class: 40
mints
Subject: Computer Month: August’2024
Prepared by: Adina Fatima No of teaching day(s):10

Objectives:Students will be able to:

 Understand the concept of non-linear data structures.

 Identify and describe types of non-linear data structures: trees and graphs.
 Explain the differences between undirected and directed graphs.

Day 9

Methodology:
Discussion Method, Explanation Method

Teaching Aids:
White Board, Blue and Black markers, Duster.

Motivation: (5 mints)
Begin by asking students:

 "Have you ever drawn a family tree or a network diagram?"

 "How do these diagrams help in organizing and understanding relationships?"

Explain that non-linear data structures help in organizing and managing data in a
hierarchical or networked manner, similar to how family trees and network diagrams
help in everyday life.

Introduction:

Introduce the concept of non-linear data structures and their significance in

representing complex relationships.Write on the board:

“Non-linear data structures are data structures where elements are not
arranged in a sequential order but in a hierarchical or interconnected
manner.”

Mention that non-linear data structures are crucial in various fields such as computer
science, biology, and social networks.

* Explanation of book page no 15-16

Copy Work: (5 mints)

 Subjective Type Questions (Marking in book)

Q15. Describe non linear data structure.

Q16. Define Tree Data Structure.
Q17. Define Graph Data Structure and its types.

Recap: (5 mints)
Summarize the lesson by asking students:
· What is a non-linear data structure?

· Can you describe the main differences between trees and graphs?

· How do undirected and directed graphs differ?

General Information:
Unit: FGS Class: X-Sci
Topic: Problem Solving and Algorithm Designing Duration of Class: 40
mints
Subject: Computer Month: August’2024
Prepared by: Adina Fatima No of teaching day(s):10

Objectives:

Students will be able to:

 Understand the concept of graphs and their components.

 Differentiate between directed and undirected graphs.

Day 10

Methodology:
Discussion Method, Explanation Method

Teaching Aids:
White Board, Blue and Black markers, Duster.

Motivation: (5 mints)
· Ask students:

 "Have you ever used a map to find your way or connect different places? How
does connecting these places help you?"
 "In what ways do you think connections between different items or locations
could be represented in a computer system or application?"

· Explain that graphs are used to represent and analyze relationships between various
elements, similar to how maps show connections between locations.

Introduction:

Introduce graphs as structures consisting of nodes (vertices) and edges that model
relationships between objects. Write on the board: “A graph is a collection of nodes
(vertices) and edges (connections) that represent relationships between objects.”
Explain that graphs are categorized into directed, where edges have a direction, and
undirected, where edges have no direction.

* Explanation of book page no 16

Copy Work: (5 mints)

 Subjective Type Questions (Marking in book)

Q18. Define types of Graph Data Structure

Recap: (5 mints)
Summarize the lesson by asking students:
How do undirected and directed graphs differ?
General Information:
Unit: FGS Class: X-Sci
Topic: Introduction to Scratch Duration of Class: 40
mints
Subject: Computer Month: August’2024
Prepared by: Adina Fatima No of teaching day(s):10

Objectives:

Students will be able to:

 Understand what Scratch is and its significance in learning programming.

 Download and install Scratch offline.
 Navigate and use Scratch online.
 Create simple projects using both offline and online versions of Scratch.

Day 01

Methodology:
Discussion Method, Explanation Method

Teaching Aids:
White Board, Blue and Black markers, Duster.

Motivation: (5 mints)
Begin by asking · Begin by asking students:

 "Have you ever wanted to create your own animations, games, or interactive
stories?"
 "What do you think you need to learn to do that?"

· Explain that Scratch is a programming language and online community where

students can create their own interactive projects.

Introduction:

Introduce the concept of non-linear data structures and their significance in

representing complex relationships.Write on the board:

“Non-linear data structures are data structures where elements are not
arranged in a sequential order but in a hierarchical or interconnected
manner.”

Mention that non-linear data structures are crucial in various fields such as computer
science, biology, and social networks.
Developmental Activity/ Subject Matter Delivery: (30 mints)

Scratch:

 Definition: Scratch is a block-based visual programming language primarily

for children.
 Importance: It helps in understanding basic programming concepts and
logical thinking.
 Features: Drag-and-drop blocks, interactive sprites, stage for animations.

 Practical Activity:

Downloading and Installing Scratch Offline:

· Objective: Guide students through the download and installation process on their
computers.

· Steps:

1. Ensure all students have internet access and a web browser open.
2. Direct them to the Scratch download page.
3. Assist students in selecting the correct version for their OS.
4. Walk through the download and installation steps together, answering any
questions.

* Explanation of book page no 15-16

Copy Work: (5 mints)

 Subjective Type Questions (Marking in book)

Q1. Define Scratch.

Q2. What are the steps for installing Scratch offline?.
Q3. Write down the steps for installing Scratch online.

Recap: (5 mints)
Summarize the lesson by asking students:

 What is Scratch, and why is it useful?

 Can you describe the steps to download and install Scratch offline?
 How do you start a new project in Scratch online?
General Information:
Unit: FGS Class: X-Sci
Topic: Introduction to Scratch Duration of Class: 40
mints
Subject: Computer Month: August’2024
Prepared by: Adina Fatima No of teaching day(s):10

Objectives:

Students will be able to:

 Identify and describe the three basic components of the Scratch editor: Stage
or Stage Preview Window, Script Area, and Sprite List.
 Understand the role of sprites and scripts in creating Scratch projects.
 Navigate the Scratch environment and use its tools to create simple projects.

Day 02

Methodology:
Discussion Method, Explanation Method

Teaching Aids:
White Board, Blue and Black markers, Duster.

Motivation: (5 mints)

Begin by asking students:

 "Have you ever seen an animation or played a game and wondered how it was
created?"
 "What do you think are the key elements needed to create such interactive
projects?"

Explain that Scratch is a platform where they can learn to create animations, games,
and interactive stories using a simple and intuitive interface.

Introduction:

· Introduce the basic components of the Scratch environment and their significance in
project creation.

· Write on the board:

Sprites: Sprites are the characters or objects in your Scratch project. They can
represent anything from a person to a car, an animal, or even abstract shapes.
Script:Scripts are sequences of instructions that tell sprites what to do in Scratch.
They are created by snapping together code blocks in the Script Area.

Developmental Activity/ Subject Matter Delivery: (30 mints)

Environment and Tools in Scratch:

 Definition: The Scratch editor consists of various components that allow users
to create and control their projects.

Basic Components of Scratch Editor:

Stage or Stage Preview Window:The Stage is where the action happens. It displays
the sprites and their interactions.

Script Area: The Script Area is where you build scripts that control the behavior of
sprites.

Sprite List: The sprite list shows all the sprites in your project. Each sprite can have
its own scripts, costumes, and sounds.

Backdrop: The backdrop is the background image or scenery of the stage. You can
have multiple backdrops and switch between them in your project.

Script Blocks: Script blocks are the building blocks of Scratch programming. They
are categorized by color and function, such as motion, looks, sound, events, control,
sensing, operators, and variables

Practical Activity: (20 minutes)

 Objective: Create a simple project to demonstrate understanding of the

Scratch environment.

Steps:

 Adding Sprites
 Creating a Script
 Changing the Backdrop
 Running the Project
 Saving the Project

* Explanation of book page no 127-128

Copy Work: (5 mints)

 Subjective Type Questions (Marking in book)

Q4. Explain Sprites, Script and Backdrop

Recap: (5 mints)
Teacher will have a short recap of class by asking.
· What is the stage in Scratch, and what is its purpose?

· How do you create and edit scripts in Scratch?

· What are sprites, and how do they interact on the stage?

· What did you create in today's practical activity?

General Information:
Unit: FGS Class: X-Sci
Topic: Introduction to Scratch Duration of Class: 40 mints
Subject: Computer Month: August’2024
Prepared by: Adina Fatima No of teaching day(s):10

Objectives:

Students will be able to:

 Identify and use the Script Tab, Costume Tab, and Sound Tab in Scratch.
 Utilize the cursor tool for basic sprite manipulation.
 Understand the basics of creating a program in Scratch.

Day 03

Methodology:
Discussion Method, Explanation Method

Teaching Aids:
White Board, Blue and Black markers, Duster.

Motivation: (5 mints)
Begin by asking students:

 "Have you ever created your own character or recorded your own sounds for a
project?"
 "How do you think you can bring your characters and sounds to life in a
program?"

Explain that Scratch has various tools that allow them to do just that, making
programming fun and interactive.

Introduction:

Introduce the different tabs and tools in Scratch that help in creating interactive
projects Write on the board: “The Script Tab, Costume Tab, and Sound Tab in
Scratch help you program actions, design characters, and add sounds to your
projects.” Highlight the importance of these tools in creating a complete interactive
program.

* Explanation of book page no 129-131

Developmental Activity/ Subject Matter Delivery: (30 mints)

Script Tab: The Script Tab is where you create the code that controls the behavior of
your sprites. Drag and drop different blocks (e.g., motion, looks, sound, events,
control) to create scripts.

Costume Tab: The Costume Tab allows you to design and edit the appearance of
your sprites.

Sound Tab: The Sound Tab is where you can add and edit sounds for your sprites.

Cursor Tool:The Cursor Tool allows you to select, move, and resize sprites and
objects on the stage.

Example Activity:

Demonstrate how to create a simple script to make a sprite move and say something
when the green flag is clicked.how to switch between different costumes,how to add a
sound to a sprite.

Copy Work: (5 mints)

 Subjective Type Questions (Marking in book)

Q5. State the difference between repeat 10 and orever command.

Recap: (5 mints)
Summarize the lesson by asking students:

 What is the purpose of the Script Tab in Scratch?

 How do you use the Costume Tab to change a sprite's appearance?
 What can you do with the Sound Tab?
 How do you use the cursor tool to manipulate sprites on the stage?
 What steps are involved in creating a simple program in Scratch?
General Information:
Unit: FGS Class: X-Sci
Topic: Introduction to Scratch Duration of Class: 40 mints
Subject: Computer Month: August’2024
Prepared by: Adina Fatima No of teaching day(s):10

Objectives:

Students will be able to:

 Identify and use the Script Tab, Costume Tab, and Sound Tab in Scratch.
 Utilize the cursor tool for basic sprite manipulation.
 Understand the basics of creating a program in Scratch.

Day 04

Methodology:
Discussion Method, Explanation Method

Teaching Aids:
White Board, Blue and Black markers, Duster.

Motivation: (5 mints)
Begin by asking students:

 "Have you ever created your own character or recorded your own sounds for a
project?"
 "How do you think you can bring your characters and sounds to life in a
program?"

Explain that Scratch has various tools that allow them to do just that, making
programming fun and interactive.

Introduction:

Introduce the different tabs and tools in Scratch that help in creating interactive
projects Write on the board: “The Script Tab, Costume Tab, and Sound Tab in
Scratch help you program actions, design characters, and add sounds to your
projects.” Highlight the importance of these tools in creating a complete interactive
program.
* Explanation of book page no 129-131

Developmental Activity/ Subject Matter Delivery: (30 mints)

Script Tab: The Script Tab is where you create the code that controls the behavior of
your sprites. Drag and drop different blocks (e.g., motion, looks, sound, events,
control) to create scripts.

Costume Tab: The Costume Tab allows you to design and edit the appearance of
your sprites.

Sound Tab: The Sound Tab is where you can add and edit sounds for your sprites.

Cursor Tool:The Cursor Tool allows you to select, move, and resize sprites and
objects on the stage.

Example Activity:

Demonstrate how to create a simple script to make a sprite move and say something
when the green flag is clicked.how to switch between different costumes,how to add a
sound to a sprite.

Copy Work: (5 mints)

 Subjective Type Questions (Marking in book)

Q6. State the difference between repeat 10 and forever command.

Recap: (5 mints)
Summarize the lesson by asking students:

 What is the purpose of the Script Tab in Scratch?

 How do you use the Costume Tab to change a sprite's appearance?
 What can you do with the Sound Tab?
 How do you use the cursor tool to manipulate sprites on the stage?
 What steps are involved in creating a simple program in Scratch?
General Information:
Unit: FGS Class: X-Sci
Topic: Introduction to Scratch Duration of Class: 40 mints
Subject: Computer Month: August’2024
Prepared by: Adina Fatima No of teaching day(s):10

Objectives:

Students will be able to:

 Open the Scratch editor.

 Identify and use the event option in the Script Tab.
 Drag and drop scripts to the script area.
 Create and run a simple code

Day 05

Methodology:
Discussion Method, Explanation Method

Teaching Aids:
White Board, Blue and Black markers, Duster.

Motivation: (5 mints)

Teacher will start lecture by asking students:

 "Have you ever thought about how animations and interactive stories are
created on the computer?"
 "How would you like to create your own animation or game?"

Explain that Scratch is a tool that helps them bring their ideas to life through simple
programming steps.

Introduction:

Introduce the topic by explaining the steps involved in developing a simple program
in Scratch. Write on the board “Scratch allows you to create animations and
interactive stories by dragging and dropping code blocks.” Highlight the importance
of understanding the basic steps to start creating their own projects

* Explanation of book page no 132-133

Developmental Activity/ Subject Matter Delivery: (30 mints)

Guide students to open the Scratch editor and explore the interface. Demonstrate
using event blocks, such as "when green flag clicked," to start and stop scripts, and
how to drag and connect blocks for actions like moving a sprite and displaying a
message. Finally, show how to use the "go to x: y:" block to position sprites on the
stage, allowing students to practice these tasks.

Copy Work: (5 mints)

 Subjective Type Questions (Marking in book)

Q7. What is the use of following codes; forever, wait, say, play, sound, goto x,y.

Recap: (5 mints)
Recape the lesson by asking

What are the steps to open the Scratch editor?

How do you start a script using an event block?

What blocks did you use to create your script?

How do you control and stop an animation?

How do you position a sprite using coordinates?

General Information:
Unit: FGS Class: X-Sci
Topic: Introduction to Scratch Duration of Class: 40 mints
Subject: Computer Month: August’2024
Prepared by: Adina Fatima No of teaching day(s):10

Objectives:

Students will be able to:

 Identify and use important commands in Scratch across different categories:

Event, Motion, Control, Sound, Looks, and Pen.
 Develop programs in Scratch by changing costumes, adding and moving
sprites, playing sounds, changing backdrops, using multiple sprites, and taking
input.

Day 06

Methodology:
Discussion Method, Explanation Method

Teaching Aids:
White Board, Blue and Black markers, Duster.

Motivation: (5 mints)

· Ask students:

 "Have you ever wondered how animations or interactive stories are created in
Scratch?"
 "Would you like to explore some cool commands to bring your Scratch
projects to life?"

· Explain that learning key commands and program development techniques will
enable them to create more engaging projects.

Introduction:

Begin by discussing how Scratch allows users to create engaging and interactive
projects through simple commands. Explain that Scratch provides tools to control
animations, sounds, and various elements in their projects. Write on the board:

Scratch empowers you to design interactive stories, games, and animations by using a
range of commands to control sprites, sounds, and more, making your projects come
to life.
* Explanation of book page no 134-142

Developmental Activity/ Subject Matter Delivery: (30 mints)

Important Commands in Scratch:

 Event:
o Command: when green flag clicked
o Use: Starts scripts when the green flag is clicked.
 Motion:

o Command: move 10 steps

o Use: Moves a sprite a specified number of steps.

 Control:

o Command: repeat (10)

o Use: Repeats a set of commands a specified number of times.

 Sound:

o Command: play sound [pop]

o Use: Plays a specific sound.

 Looks:

o Command: say [Hello!] for 2 seconds

o Use: Makes the sprite display a message for a set duration.

 Pen:

o Command: pen down

o Use: Enables the pen to draw on the stage.

Practical Activity:

Students create different programs

1. Changing Costume.
2. Adding and Moving Sprites.
3. Playing sound in Scratch.
4. Changing the Backdrop.
5. Taking inputs.

Copy Work: (5 mints)

  Subjective Type Questions (Marking in book)

Q8. What is the difference between using Scratch online and offline.

Recap: (5 mints)
Review the key commands and development steps by asking:

 What does the when green flag clicked command do?

 How do you move a sprite and change its costume?
 How can you play sounds and change backdrops in your Scratch project?
 How do you use multiple sprites and take user input?