Programming is a way of thinking that is useful in any career. In this course, your students will discover how coding concepts can be applied to six exciting careers: Robotics Engineer, Musician, Astronaut, Farmer, Beekeeper, and Pastry Chef. Students will discover how programming can be used to animate characters, compose music, tell stories, design games, and even create art.
This course includes six lessons. Each lesson is designed for a class period of 45-60 minutes. Students will learn on their own as they are introduced to each career, learn coding concepts through interactive tutorials, solve coding puzzles, build their own projects using new coding skills, and take quizzes to review what they have learned. All student work is automatically tracked and assessed; and with access to Tynker's premium offerings, you'll even be able to monitor student progress and mastery charts.
- Playing sounds
- Keeping score
- Problem solving, and debugging
* Online courses require a modern desktop computer, laptop computer, Chromebook, or Netbook with Internet access and a Chrome (29+), Firefox (30+), Safari (7+), or Edge (20+) browser. No downloads required.
* Tablet courses require an iPad (iOS 10+) with Tynker or Tynker Junior app installed and Internet access
Lesson: Robotics Engineer
Time: 55+ mins
IntroductionWelcome to the first lesson in the BarbieTM You Can Be AnythingTM coding course! In this lesson, students will use coding concepts to animate a robot dance party.
New Code Blocks
: Start program when the play button is selected. : Change the costume of the Actor. : Pause the program for a specific number of seconds. : Keep repeating the blocks inside this loop forever. : Repeat blocks inside this loop a specified number of times.
- Code: The language that tells a computer what to do
- Actor: A Tynker character or object that can talk and interact with others
- Stage: The background of the project where the Actors are placed
- Command: A specific action or instruction that tells the computer to do something
- Loop: An action that repeats one or more commands over and over
- Counting Loop: A loop that repeats one or more commands a specific number of times
- Infinite Loop: A loop that repeats forever and does not end until the program stops
- Animation: Changing costumes [images] of an Actor many times to give the illusion of movement
- Robot: A machine that is programmed or controlled to perform a task
- Engineering: Application of science, technology, and math to design structures and solve problems
- Apply new coding concepts such as Costumes, Loops, and Animation
- Use the "next costume" command to program a robot to stand
- Create simple animations using new coding concepts
- Computers or iPads (1 per student) with student account access to Tynker.com
- Headphones (1 per student)
Warm-Up (10 minutes)1. Ask students what they think of when they hear the word “animation.”
2. Write their answers on the classroom board. Discuss.
3. Pair up students and have them discuss animated TV shows and movies (e.g., cartoons, The LEGO Movie).
4. Lead a discussion that explains how animation is created (e.g., series of still images).
5. Use your projector to display Tynker animation examples: https://www.tynker.com/programming-for-kids/explore/projects.html and explain to your students that they're going to animate a robot on Tynker.
Getting Started (15 minutes)1. Use your projector to display “Module 5: Concepts.”
2. Play each concept and make sure the volume is loud enough for students to hear BarbieTM, or read each caption.
3. Open “Module 8: Animate Your Robot” and model how to use the tutorial.
4. Follow each step from the tutorial and drag blocks from the tutorial tab to the center coding area. If this is your students' first time using Tynker, tell students how to…
- Grab a code block: Select a code block and drag it to the center coding area. Release the block to drop it.
- Remove unwanted code blocks: Select a code block from the center coding area and drag it to the far left to make it disappear.
- Attach code blocks: Say, “Blocks are used to create code in Tynker, and they attach like a jigsaw puzzle.” Explain that if you put a code block to the side of another code block, they will not attach.
Activities (30 minutes)Hand each student a pair of headphones and instruct students to work individually or in pairs on the Robotics Engineer modules, starting with Module 1:
1. Welcome (Video)
- This short video introduces the BarbieTM You Can Be AnythingTM coding course.
- Emphasize that programming is more than just typing code into a computer—it’s a whole new way of thinking and can be helpful in any situation.
- Say, “Learning to code will teach you how to solve problems, work together, and create art.”
- Learn about the Tynker Workshop in this short video.
- For web: Tell students to click the left and right arrows to see different Actors then click to select the Actor.
- For mobile: Tell students to tap the left and right arrows to see different Actors then tap to select the Actor.
- This short video introduces Robotics Engineering as a career.
- This video introduces three basic coding concepts: Costumes, Loops, and Animation.
- In this puzzle module, students need to make the sitting robot stand.
- Remind students that “costumes” are not just the clothes an Actor is wearing. Costumes also include any pose or picture of the Actor.
- Ask, “Which code block should we use to animate the robot?” (switch costume)
- Remind students to attach the code blocks to each other.
- Optional: For younger students (grades K-1)...
- Ask, “How many ‘switch costume’ blocks do you think we need?”
- Solve the puzzle module as a class: on start - switch costume - switch costume - switch costume.
- Ask, “How many times does the robot switch costumes?” (3 times)
- Ask, “How do we know the robot switches costumes 3 times?” (because we used 3 “switch costume” blocks)
- This short video introduces the DIY (do it yourself) activity.
- In this DIY, students will pick a robot and animate it to dance!
- Tell students to follow the step-by-step instructions and drag blocks from the tutorial tab to the center coding area.
- Is the animation too fast or too slow? Encourage students to experiment with different numbers inside the "wait" block. Give a hint: A bigger number inside a wait block makes the animation go slower, and a smaller number makes the animation go faster.
- To animate the other robots, students need to choose a different robot Actor on the right, then repeat "Steps 2-5" in the tutorial tab.
- Students will be asked 5 questions to review concepts from this lesson.
Optional Activities (20 minutes x 2)Career Explorer
1. Play “Module 4: Intro to Robotics Engineer” for your students.
2. Tell your students to complete a Career Explorer worksheet. Below is an example:
Discuss the following with students:
- What is code? (the language that tells a computer what to do)
- What is repetition? What is another name for it? (loop)
- True or false: A Counting loop is a loop that repeats a specific number of times. (true)
- If we want to use a Counting loop, should we use a “forever” block or a “repeat” block? (repeat)
- True or false: An Infinite loop is a loop that does not end until the program stops. (true)
- If we want to use an infinite loop, should we use a “forever” block or a “repeat” block? (forever)
- Who can give an example of an animation?
- How do you animate an Actor? (use code blocks, ‘switch costume’ block)
- What can learning to code teach you? (how to solve problems, work together, and create art)
StandardsCCSS-ELA: W.K.2, SL.K.1, SL.K.3, RF.K.4, W.1.2, SL.1.1, SL.1.3, RF.1.4.A, W.2.1, SL.2.1, SL.2.3, RF.2.4.A, SL.3.1, SL.3.3, RF.3.4.A, SL.4.1, SL.4.1.C, RF.4.4.A
CSTA: 1A-AP-09, 1A-AP-10, 1A-AP-11, 1A-AP-14, 1A-AP-15, 1B-AP-10, 1B-AP-12, 1B-AP-15
ISTE: 1.c, 1.d, 5.d, 6.b, 7.c