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 6: Building the Lab

Module 8: Change the Events

Module 9: Click to Eat

Module 11: Your First Project

Module 12: Quiz










Lesson 2: Tynker Workshop

Course: | iPad Web

  • Story
  • Ada Escapes
  • Introduction
  • Concepts
  • Building the Lab Example
  • Building the Lab
  • Forever Giggling Example
  • Change the Events
  • Click to Eat
  • Create a Scene Example
  • Your First Project
  • Quiz

Lesson 2 : Tynker Workshop
Programming 101

Time: 60+ minutes


Tynker Blocks Introduced




Warm-Up (15 minutes)

Activities (45 minutes)

Facilitate as students complete all Tynker Workshop modules on their own:

1. Story (Introduction)
2. Ada's Escape (Game)
3. Introduction (Introduction)
4. Concepts (Concepts)
5. Building the Lab Example (Example)
6. Build the Lab (DIY)
7. Forever Giggling Example (Example)
8. Forever Giggling (DIY)
9. Click to Eat (Puzzle)
10. Create a Scene Example (Example)
11. Your First Project (DIY)
12. Quiz (Multiple-Choice)

Extended Activities (10 minutes)

U.S. Standards

  • CCSS-Math: 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