Revision | Computer Science for Class 8 PDF Download

 Page 1


The school computer teachers are attending a training program. Hence, Class VIII 
students	 are	 asked	 to	 take	 substitute	 classes	 for	 Grades	 V	 to	 VII.	 They	 decide	 to	 create	
interesting games, so that they can revise some of the topics with students of lower classes. 
T ejas	 and	 Jy oti	 are	 to	 go	 as	 a	 substitute	 teacher	 to	 Grade	 6.	 They	 hav e	 to	 create	 teaching	 
aids for this class. They decide to design games that can be used as activities in the class.  
Let us do it together!
Aim: In this lesson, you will learn:
- To recall and apply the thinking skills and good practices that were    
  covered in previous Computer Masti books.
Revision 1
Computer
First edition 2010
Computer
Level 7
Basic 
Computer usage
Applications
Thinking skills
Internet
Programming
Page 2


The school computer teachers are attending a training program. Hence, Class VIII 
students	 are	 asked	 to	 take	 substitute	 classes	 for	 Grades	 V	 to	 VII.	 They	 decide	 to	 create	
interesting games, so that they can revise some of the topics with students of lower classes. 
T ejas	 and	 Jy oti	 are	 to	 go	 as	 a	 substitute	 teacher	 to	 Grade	 6.	 They	 hav e	 to	 create	 teaching	 
aids for this class. They decide to design games that can be used as activities in the class.  
Let us do it together!
Aim: In this lesson, you will learn:
- To recall and apply the thinking skills and good practices that were    
  covered in previous Computer Masti books.
Revision 1
Computer
First edition 2010
Computer
Level 7
Basic 
Computer usage
Applications
Thinking skills
Internet
Programming
Thinking Cube: 1.  Do a paper folding activity to create a cube. Write names of different thinking 
skills on each facet (see fig. 1). This cube is ready to be used as a dice in a play. Ask questions 
related to the thinking skill on the top facet. Prepare a list of questions on each of the thinking skills.  
For example: 
List the steps involved in gathering information systematically. i. 
What is the difference between main steps and detailed steps? ii. 
List the steps to apply logical reasoning to solve a  given problem. iii. 
(refer: http://www.toolsforeducators.com/dice/)
Computer Masti Dice: 2.  Create five cubes (see fig. 2) in different colours. Each cube is color coded 
to represent one of the topics that students learnt in Computer Masti and has question on the 
topic. The orange  cube could have questions on various computer parts and peripherals, the 
purple cube could contain questions associated with various tools and office applications. The 
green cube could contain questions on Internet, yellow cube could contain questions on how 
thinking skills are applied while working on particular applications, and the blue cube could 
contain questions on programming concepts. 
(refer: http://www.thinkingdice.com/)
Stepwise Thinking
Brainstorming Logical Reasoning
Stepwise
Gathering Of Info
Multiple Representation Data Analysing
Unit of 
measurement 
for RAM is 
___________
To draw a 
picture, use 
applications, 
such as 
___________
Forever 
command of 
Scratch is an 
example of 
___________
While 
organizing 
computer, 
___________
Some popular 
search engine 
sites are 
___________
Scanner is 
used to 
___________
To change 
the font type, 
use the 
option 
_________
Variable is 
___________
To synthesize 
the information 
gathered by 
____________
Some of the 
ways to share 
content over 
Internet are 
__________
Fig.1 Cube - Paper folding
Fig.2 Examples of questions: (to be written on the dice)
Page 3


The school computer teachers are attending a training program. Hence, Class VIII 
students	 are	 asked	 to	 take	 substitute	 classes	 for	 Grades	 V	 to	 VII.	 They	 decide	 to	 create	
interesting games, so that they can revise some of the topics with students of lower classes. 
T ejas	 and	 Jy oti	 are	 to	 go	 as	 a	 substitute	 teacher	 to	 Grade	 6.	 They	 hav e	 to	 create	 teaching	 
aids for this class. They decide to design games that can be used as activities in the class.  
Let us do it together!
Aim: In this lesson, you will learn:
- To recall and apply the thinking skills and good practices that were    
  covered in previous Computer Masti books.
Revision 1
Computer
First edition 2010
Computer
Level 7
Basic 
Computer usage
Applications
Thinking skills
Internet
Programming
Thinking Cube: 1.  Do a paper folding activity to create a cube. Write names of different thinking 
skills on each facet (see fig. 1). This cube is ready to be used as a dice in a play. Ask questions 
related to the thinking skill on the top facet. Prepare a list of questions on each of the thinking skills.  
For example: 
List the steps involved in gathering information systematically. i. 
What is the difference between main steps and detailed steps? ii. 
List the steps to apply logical reasoning to solve a  given problem. iii. 
(refer: http://www.toolsforeducators.com/dice/)
Computer Masti Dice: 2.  Create five cubes (see fig. 2) in different colours. Each cube is color coded 
to represent one of the topics that students learnt in Computer Masti and has question on the 
topic. The orange  cube could have questions on various computer parts and peripherals, the 
purple cube could contain questions associated with various tools and office applications. The 
green cube could contain questions on Internet, yellow cube could contain questions on how 
thinking skills are applied while working on particular applications, and the blue cube could 
contain questions on programming concepts. 
(refer: http://www.thinkingdice.com/)
Stepwise Thinking
Brainstorming Logical Reasoning
Stepwise
Gathering Of Info
Multiple Representation Data Analysing
Unit of 
measurement 
for RAM is 
___________
To draw a 
picture, use 
applications, 
such as 
___________
Forever 
command of 
Scratch is an 
example of 
___________
While 
organizing 
computer, 
___________
Some popular 
search engine 
sites are 
___________
Scanner is 
used to 
___________
To change 
the font type, 
use the 
option 
_________
Variable is 
___________
To synthesize 
the information 
gathered by 
____________
Some of the 
ways to share 
content over 
Internet are 
__________
Fig.1 Cube - Paper folding
Fig.2 Examples of questions: (to be written on the dice)
Paper Chatter Box: 3. Create a paper chatter  box as shown below.
Play the game of chatter box to revise the knowledge of various applications. On the front, write 
names of applications - word processor, spread sheet, presentation, and Internet. On the inside, 
write numbers 1/2 alternatively - 1 stands for names of alternative software and 2 stands for 
purpose of using the application. Further inside, you can write answers to the questions written 
for 1 and 2. (see fig. 3)
     (refer: http://ausweb.scu.edu.au/aw01/papers/refereed/turner/paper.html)
1 2
5 6 7 8
3 4
9
Flip over
1
1
1
Word processor
Spread sheet
2
2
2
Fig.3 Steps for paper chatter box
Page 4


The school computer teachers are attending a training program. Hence, Class VIII 
students	 are	 asked	 to	 take	 substitute	 classes	 for	 Grades	 V	 to	 VII.	 They	 decide	 to	 create	
interesting games, so that they can revise some of the topics with students of lower classes. 
T ejas	 and	 Jy oti	 are	 to	 go	 as	 a	 substitute	 teacher	 to	 Grade	 6.	 They	 hav e	 to	 create	 teaching	 
aids for this class. They decide to design games that can be used as activities in the class.  
Let us do it together!
Aim: In this lesson, you will learn:
- To recall and apply the thinking skills and good practices that were    
  covered in previous Computer Masti books.
Revision 1
Computer
First edition 2010
Computer
Level 7
Basic 
Computer usage
Applications
Thinking skills
Internet
Programming
Thinking Cube: 1.  Do a paper folding activity to create a cube. Write names of different thinking 
skills on each facet (see fig. 1). This cube is ready to be used as a dice in a play. Ask questions 
related to the thinking skill on the top facet. Prepare a list of questions on each of the thinking skills.  
For example: 
List the steps involved in gathering information systematically. i. 
What is the difference between main steps and detailed steps? ii. 
List the steps to apply logical reasoning to solve a  given problem. iii. 
(refer: http://www.toolsforeducators.com/dice/)
Computer Masti Dice: 2.  Create five cubes (see fig. 2) in different colours. Each cube is color coded 
to represent one of the topics that students learnt in Computer Masti and has question on the 
topic. The orange  cube could have questions on various computer parts and peripherals, the 
purple cube could contain questions associated with various tools and office applications. The 
green cube could contain questions on Internet, yellow cube could contain questions on how 
thinking skills are applied while working on particular applications, and the blue cube could 
contain questions on programming concepts. 
(refer: http://www.thinkingdice.com/)
Stepwise Thinking
Brainstorming Logical Reasoning
Stepwise
Gathering Of Info
Multiple Representation Data Analysing
Unit of 
measurement 
for RAM is 
___________
To draw a 
picture, use 
applications, 
such as 
___________
Forever 
command of 
Scratch is an 
example of 
___________
While 
organizing 
computer, 
___________
Some popular 
search engine 
sites are 
___________
Scanner is 
used to 
___________
To change 
the font type, 
use the 
option 
_________
Variable is 
___________
To synthesize 
the information 
gathered by 
____________
Some of the 
ways to share 
content over 
Internet are 
__________
Fig.1 Cube - Paper folding
Fig.2 Examples of questions: (to be written on the dice)
Paper Chatter Box: 3. Create a paper chatter  box as shown below.
Play the game of chatter box to revise the knowledge of various applications. On the front, write 
names of applications - word processor, spread sheet, presentation, and Internet. On the inside, 
write numbers 1/2 alternatively - 1 stands for names of alternative software and 2 stands for 
purpose of using the application. Further inside, you can write answers to the questions written 
for 1 and 2. (see fig. 3)
     (refer: http://ausweb.scu.edu.au/aw01/papers/refereed/turner/paper.html)
1 2
5 6 7 8
3 4
9
Flip over
1
1
1
Word processor
Spread sheet
2
2
2
Fig.3 Steps for paper chatter box
Safe and Correct use of Internet: 4.  Refer the SMART rules of Internet safety and AWARE rules 
for responsible use of Internet resources. Create questions or scenarios (see fig. 4) to discuss each 
point covered in the poster. Encourage students to give their point of view on each point.
Healthy practices - Debate: 5. Form two separate teams and conduct a debate competition. One 
group advocates use of asanas for different body parts as they have learnt in Computer Masti. The 
second group argues for using alternative exercises (rather than asanas) for preventing computer 
injury .	 After	 10	 minutes,	 there	 is	 role	 rev ersal	 and	 the	 tw o	 groups	 exchange	 their	 roles.	 At	 the	 end	
of the activity. Summarize the importance of following healthy computer practices. Show posters 
of correct posture and various asanas that Computer Masti has taught the students (Refer page 
number 6,7).
At the end of this lesson, you will 
be able to:
Recall topics learnt in Computer 
Masti so far such as thinking skills, 
office and Internet tools and healthy 
practices.
Refresh
AWARE
Reject 
Plagiarism
Watch 
Awareness
about
Copyright
Explain 
in your own 
word
Acknowledge 
source of information
SMART
Meet
S
Accept
Reliability
Tell
Thinking Skills
Fig.4 Questions/senarios for discussion