Programming 100 Curriculum

A starter course that introduces beginner students in lower elementary grades to programming concepts using Tynker Blocks.

  • GRADES 3-5
  • WEB

Answer Key

Module 2: Forward

Module 3: Fly Up

Module 4: Forward. Fly Up.

Module 5: Eat and Blast

Module 6: Drop Down. Turn Around.

Module 7: Defeat the Knight

Module 8: Spiral Up

Module 9: Ziggurat

Module 10: Fly. Fly. Fly Up.

Module 11: Get the Knights!

Module 12: Flags

Module 13: Power Up

Lesson 4: Dragon Dash

Course: | Web

  • Selector
  • Forward
  • Fly Up
  • Forward. Fly Up.
  • Eat and Blast
  • Drop Down. Turn Around.
  • Defeat the Knight
  • Spiral Up
  • Ziggurat
  • Fly. Fly. Fly Up.
  • Get the Knights!
  • Flags
  • Power Up

Lesson 4 : Dragon Dash
Programming 100

Time: 45+ minutes


Tynker Blocks Introduced




Warm-Up (5 minutes)

Activities (30 minutes)

Facilitate as students complete all Dragon Dash modules on their own:

1. Selector (Video)
2. Forward (Puzzle)
3. Fly Up (Puzzle)
4. Forward. Fly Up. (Puzzle)
5. Eat and Blast (Puzzle)
6. Drop Down, Turn Around (Puzzle)
7. Defeat the Knight (Puzzle)
8. Spiral Up (Puzzle)
9. Ziggurat (Puzzle)
10. Fly. Fly. Fly Up. (Puzzle)
11. Get the Knights! (Puzzle)
12. Flags (Puzzle)
13. Power Up (Puzzle)

Optional Activities (10 minutes)

U.S. Standards

  • CCSS-ELA: SL.3.1, SL.3.3, RF.3.4.A, SL.4.1, SL.4.1.C, RF.4.4.A, SL.5.1, RF.5.4.A
  • CCSS-Math: 3.NBT.A.2, MP.1
  • CSTA: 1B-AP-08, 1B-AP-10, 1B-AP-11, 1B-AP-12, 1B-AP-15
  • CS CA: 3-5.AP.10, 3-5.AP.12, 3-5.AP.13, 3-5.AP.17
  • ISTE: 1.c, 1.d, 4.d, 5.c, 6.b, 7.c

U.K. Standards

Key stage 2
Pupils should be taught to:
  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact