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 4: Make Codey Eat

Module 6: Teach Codey to Walk

Module 7: Get the Jelly Beans

Module 9: The Flying Bird

Module 11: Quiz













Lesson 3: Animation

Course: | iPad Web

  • Codey Causes Trouble
  • Animation Concepts
  • Make Codey Eat Example
  • Make Codey Eat
  • Teach Codey to Walk Example
  • Teach Codey to Walk
  • Get the Jelly Beans
  • The Flying Bird Example
  • The Flying Bird
  • Wrap Up
  • Quiz

Lesson 3 : Animation
Programming 101

Time: 60+ minutes


Tynker Blocks Introduced




Warm-Up (15 minutes)

Activities (45 minutes)

Facilitate as students complete all Animation modules on their own:

1. Codey Causes Trouble (Introduction)
2. Animation Concepts (Concepts)
3. Make Codey Eat Example (Example)
4. Make Codey Eat (DIY)
5. Teach Codey to Walk Example (Example)
6. Teach Codey to Walk (DIY)
7. Get the Jelly Beans (Puzzle)
8. The Flying Bird Example (Example)
9. The Flying Bird (DIY)
10. Wrap-Up (Video)
11. 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