LESSONS
  1. 1
  2. 2
  3. 3
  4. 4
  5. 5
  6. 6
  7. 7
  8. 8
  9. 9
  10. 10
  11. 11
  12. 12
  13. 13
  14. 14
  15. 15

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
Request Quote

Answer Key

Module 4: Building the Maze

Open Sample Project

Module 5: Adding Maze Controls

Open Sample Project

Module 6: Finishing the Maze

Open Sample Project

Module 7: Add to the Maze Game

Open Sample Project

Module 8: Maze Control

Module 10: The Race Car

Open Sample Project

Module 11: Quiz

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Lesson 15: Color Sensing

Course: | iPad Web

  • Dr. Glitch Takes Codey!
  • Concepts
  • Maze Game Example
  • Building the Maze
  • Adding Maze Controls
  • Finishing the Maze
  • Add to the Maze Game
  • Maze Control
  • The Race Car Example
  • The Race Car
  • Quiz

Lesson 15 : Color Sensing
Programming 101

Time: 60+ minutes

Introduction

Tynker Blocks Introduced

Vocabulary

Objectives

Materials

Warm-Up (15 minutes)

Activities (45 minutes)

Facilitate as students complete all Color Sensing modules on their own:

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-10, 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