LESSONS
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Programming 101

An introduction to block programming for beginners in lower elementary grades where they build their first storytelling and animation programs.

  • GRADES 3-4
  • BEGINNER
  • WEB IPAD
  • Voiceovers
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Answer Key

Module 1: Pick up the Candy

Module 2: Get the Gum Drop

Module 3: Avoid Obstacles

Module 4: Repetition with Loops

Module 5: Repeat the Pattern

Module 6: Sequenced Repetition

Module 7: Two Loops

Module 8: Using Conditional Loops

Module 9: Using "Not" in Loops

Module 10: Conditionals

Module 11: Multiple Conditionals

Module 12: If-Else

Lesson 1: Introduction

Course: | iPad Web

  • Pick up the Candy
  • Get the Gum Drop
  • Avoid Obstacles
  • Repetition with Loops
  • Repeat the Pattern
  • Sequenced Repetition
  • Two Loops
  • Using Conditional Loops
  • Using "Not" in Loops
  • Conditionals
  • Multiple Conditionals
  • If-Else

Lesson 1 : Introduction
Programming 101

Time: 60+ minutes

Introduction

Tynker Blocks Introduced

Vocabulary

Objectives

Materials

Warm-Up (15 minutes)

Activities (45 minutes)

Facilitate as students complete all Introduction modules on their own:

1. Pick Up the Candy (Puzzle)
2. Get the Gum Drop (Puzzle)
3. Avoid the Obstacles (Puzzle)
4. Repetition with Loops (Puzzle)
5. Repeat the Pattern (Puzzle)
6. Sequenced Repetition (Puzzle)
7. Two Loops (Puzzle)
8. Using Conditional Loops (Puzzle)
9. Using "Not" in Loops (Puzzle)
10. Conditionals (Puzzle)
11. Multiple Conditionals (Puzzle)
12. If-Else (Puzzle)

Extended Activities (10 minutes)

U.S. Standards

  • CCSS-Math: 3.NBT.A.2, MP.1
  • CCSS-ELA: RF.3.4.A, RF.4.4.A
  • CSTA: 1B-AP-10, 1B-AP-11, 1B-AP-15
  • CS CA: 3-5.AP.12, 3-5.AP.13, 3-5.AP.17
  • ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 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 sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • 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 search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact