Programming 102

Students apply computational skills learned in P101 and advance to intermediate level programming concepts using a wider set of visual blocks.

  • GRADES 3-4

Answer Key

Module 3: Space Breaker 1

Module 4: Space Breaker 2

Module 5: Return to Earth

Module 6: Space Breaker Level

Module 7: Quiz











Lesson 13: Space Breaker

Course: | iPad Web

  • Concepts
  • Space Breaker Example
  • Space Breaker 1
  • Space Breaker 2
  • Return to Earth
  • Space Breaker Level
  • Quiz

Lesson 13 : Space Breaker
Programming 102

Time: 60+ minutes


Tynker Blocks Introduced




Warm-Up (15 minutes)

Activities (45 minutes)

Facilitate as students complete all Space Breaker modules on their own:

1. Concepts (Concepts)
2. Space Breaker 1 Example (Example)
3. Space Breaker 1 (DIY)
4. Space Breaker 2 (DIY)
5. Return to Earth (Puzzle)
6. Space Breaker Level (DIY)
7. Quiz (Multiple-Choice)

Extended Activities (10 minutes)

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