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: Coding the Birthday Song

Module 6: Building a Drum Machine

Module 8: Finish the Drum Machine

Module 9: Set the Tempo

Module 11: Build a Piano

Module 12: Quiz










Lesson 9: The Music Machine

Course: | iPad Web

  • Let's Make Some Music
  • Concepts
  • Birthday Song Example
  • Coding the Birthday Song
  • Drum Machine Example 1
  • Building a Drum Machine
  • Drum Machine Example 2
  • Finish the Drum Machine
  • Set the Tempo
  • Piano Example
  • Build a Piano
  • Quiz

Lesson 9 : The Music Machine
Programming 101

Time: 60+ minutes


Tynker Blocks Introduced




Warm-Up (15 minutes)

Activities (45 minutes)

Facilitate as students complete all The Music Machine modules on their own:

1. Let's Make Some Music (Introduction)
2. Concepts (Concepts)
3. Birthday Song Example (Example)
4. Coding the Birthday Song (DIY)
5. Drum Machine Example 1 (Example)
6. Building a Drum Machine (DIY)
7. Drum Machine Example 2 (Example)
8. Finish the Drum Machine (DIY)
9. Set the Tempo (Puzzle)
10. Piano Example (Example)
11. Build a Piano (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