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
  • Voiceovers

Answer Key

Module 3: Stamp Machine

Module 5: Stamp Machine 2

Module 7: Pattern Maker

Module 9: Drawing Machine

Module 11: Pen Color and Shade

Module 13: Drawing Machine Deluxe

Module 14: Colored Lines

Module 16: Quiz











Lesson 11: Pen Drawing

Course: | iPad Web

  • Dr. Glitch's STAMPede
  • Stamp Machine Example
  • Stamp Machine
  • Stamp Machine 2 Example
  • Stamp Machine 2
  • Pattern Maker Example
  • Pattern Maker
  • Drawing Machine Example
  • Drawing Machine
  • Pen Color and Shade Example
  • Pen Color and Shade
  • Drawing Machine Deluxe Example
  • Drawing Machine Deluxe
  • Colored Lines
  • Dr. Glitch Has Made a Mess
  • Quiz

Lesson 11 : Pen Drawing
Programming 101

Time: 60+ minutes


Tynker Blocks Introduced




Warm-Up (15 minutes)

Activities (45 minutes)

Facilitate as students complete all Pen Drawing modules on their own:

1. Dr. Glitch's STAMPede (Introduction)
2. Stamp Machine Example (Example)
3. Stamp Machine (DIY)
4. Stamp Machine II Example (Example)
5. Stamp Machine II (DIY)
6. Pattern Maker (DIY)
7. Drawing Machine Example (Example)
8. Drawing Machine (DIY)
9. Pen Color and Shade Example (Example)
10. Pen Color and Shade (DIY)
11. Drawing Machine Deluxe Example (Example)
12. Drawing Machine Deluxe (DIY)
13. Colored Lines (Puzzle)
14. Dr. Glitch Has Made a Mess! (Concepts)
15. Quiz (Multiple-Choice)

Extended Activities (10 minutes each)

U.S. Standards

  • CCSS-Math: 3.NBT.A.2, MP.1
  • CCSS-ELA: RF.3.4.A, RF.4.4.A
  • CSTA: 1B-AP-11, 1B-AP-12, 1B-AP-15
  • CS CA: 3-5.AP.13, 3-5.AP.14, 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