Introduce your class to visual programming. In this course, students get introduced to basic programming as they create interactive stories, design animations, and make mini-games in Tynker's game-like interface. Each lesson is designed for a class period of 45-60 minutes. During this period, students learn by themselves as they progress through interactive tutorials, solve coding puzzles, follow along to build their own projects, and take quizzes. All student work is automatically tracked and assessed, and with access to the premium offerings, you'll even be able to monitor their individual progress and mastery charts.
- Conditional logic
- Problem solving and debugging
- Pen drawing
- Drawing shapes and patterns
* 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.
Programming 100 Lesson Plan
Lesson: Welcome to Tynker
Time: 45+ mins
Welcome! In this lesson, students are introduced to simple commands in a sequence to help Gus the astronaut reach an object. Additionally, students will create two space-themed projects. Below are code blocks you will run across in this lesson. Read through them before getting started.
Tynker Blocks Introduced
: Move the Actor one step forward. : Make the Actor jump over an object. : Repeat blocks inside this loop a specified number of times. : Run code attached to this block when you press a specified key. : Point the Actor at a specified degree. : Move the Actor a specified number of units. : Start program when the Actor is clicked. : Change the picture on the Stage. : Start program when the start button is clicked. : Keep repeating the blocks inside this loop over and over until the program ends. : Play a sound effect or a short tune. : Pause the program for a specific number of seconds.
- Code: The language that tells the computer what to do
- Sequence: The order in which steps or events happen
- Actor: Tynker characters and objects that can talk and interact with each other
- Stage: The background of the project, where you can see a live feed from your camera and 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
- Identify and order steps to solve puzzles
- Use new code blocks to create animated projects
- Computers (1 per student) with student account access to Tynker.com
Warm-Up (5 minutes)
Explain to students that a sequence is the order in which things happen. Ask, "Who can tell me the steps to clean your hands with hand sanitizer?" Write your students' steps on the board. For example:
- Place one hand (palm side up) under the hand sanitizer nozzle
- With your other hand, press down once on the hand sanitizer nozzle
- Rub both hands together for about 10 seconds
Follow the steps in order. If you do not have hand sanitizer, use a different object to provide a visual for students and follow the steps.
Now complete the steps out of order. As a class, discuss the importance of completing steps in the right order.
Explain that identifying and sequencing steps is how we tell a computer what to do, so it's important to give the computer instructions in the right order.
Optional If this is your students' first time using Tynker, show them 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: Point out to studnets that Tynker blocks are used to create code in Tynker, and they attach like jigsaw puzzle pieces. Explain that if you put a code block to the side of another code block, they will not attach.
Activities (30 minutes)
Facilitate as students complete all Welcome to Tynker modules on their own:
1. Introduction (Introduction)
- This short clip introduces the course and the Tynker Workshop. Students will learn how to connect code blocks, create games/projects, and more!
2. Puzzles Intro (Introduction)
- This short animation introduces the coding puzzles.
3. Collect the Tablet (Puzzle)
This coding puzzle module contains three different puzzles:
- Puzzle 1: Use the "walk" block to help Gus reach the tablet.
- Puzzle 2: Use the "walk" and "jump" blocks to help Gus reach the medkit.
- Puzzle 3: Use the "walk" and "jump" blocks to jump over aliens and help Gus reach the medkit. Using the "repeat" block is optional.
Encourage students to count the number of spaces in front of Gus to figure out how many "walk" blocks are needed.
4. Move Gus (DIY)
- In this DIY (do-it-yourself) module, students will use the arrow keys on their keyboard to move Gus.
- Tell students to follow the step-by-step instructions and drag blocks from the tutorial tab to the center coding area.
- Tell students to continually press the arrow keys on their keyboard OR hold down the arrow keys to move Gus.
- This DIY includes a bonus challenge on the last step. Encourage students to experiment with their code and make Gus move faster. Give a hint: Change the number inside the "move" block.
5. Alien Sounds (DIY)
- In this DIY module, students will create a space-themed project with characters and sounds.
- Remind students to follow the step-by-step instructions and drag blocks from the tutorial tab to the center coding area.
- Steps 3/4 introduces students to a "forever" loop. Remind students that a forever loop repeats one or more commands over and over until the program stops.
- Tell students to click the Stage, Earth Actor, and Alien Actor. What happens?
6. Quiz (Multiple-Choice)
- Students will be asked 5 questions to review concepts from this lesson.
Optional Activities (10 minutes)
Sequencing Practice: Cereal and Milk Please!
Tell students to work with their partner and list steps on how to pour cereal and milk into a bowl. Explain that this activity is similar to the warm-up; they will need to be specific and identify the correct order.
Discuss your students' sequencing lists and expected outcomes.
Ask your students:
- What is code? (Answer: the language that tells a computer what to do)
- What is repetition? What is another name for it? (Answer: loop)
- What was the most challenging puzzle for you?
- What was your favorite activity? Why?
- Who can name and describe one of the code blocks you used today?
- Why it important to give the computer instructions in the right order? (Example: a computer follows instructions in the order it is given--even if the order does not make sense)
- 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: 1A-AP-10, 1A-AP-11, 1A-AP-12, 1A-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, 5.d, 6.b, 7.c
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