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
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Answer Key

Module 4: Making a Birthday Card

Open Sample Project

Module 6: Adding a Message

Open Sample Project

Module 8: Special Effects

Open Sample Project

Module 9: Hide from the Ghosts

Module 11: Create Your Own Card

Open Sample Project

Module 12: Quiz

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Lesson 8: Make a Birthday Card

Course: | iPad Web

  • The Secret
  • Concepts
  • Birthday Card Example
  • Making a Birthday Card
  • Message Example
  • Adding a Message
  • Special Effects Example
  • Special Effects
  • Hide from the Ghosts
  • Card Example
  • Create Your Own Card
  • Quiz

Lesson 8 : Make a Birthday Card
Programming 101

Time: 60+ minutes

Introduction

Tynker Blocks Introduced

Vocabulary

Objectives

Materials

Warm-Up (15 minutes)

Activities (45 minutes)

Facilitate as students complete all Make a Birthday Card modules on their own:

1. The Secret (Introduction)
2. Concepts (Concepts)
3. Making a Birthday Card Example (Example)
4. Making a Birthday Card (DIY)
5. Adding a Message Example (Example)
6. Adding a Message (DIY)
7. Adding Sound and Special Effects Example (Example)
8. Adding Sound and Special Effects (DIY)
9. Hide from the Ghost (Puzzle)
10. Create Your Own Card Example (Example)
11. Create Your Own Card (DIY)
12. 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