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
  16. 16

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
  • INTERMEDIATE
  • WEB IPAD
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Answer Key

Module 3: Ghost Touch

Open Sample Project

Module 5: Ghost Trap

Open Sample Project

Module 6: Catch the Ghosts

Module 8: Ghost Catcher Game

Open Sample Project

Lesson 3: Review: Ghost Catcher

Course: | iPad Web

  • Concepts
  • Ghost Touch Example
  • Ghost Touch
  • Ghost Trap Example
  • Ghost Trap
  • Catch the Ghosts
  • Ghost Catcher Game Example
  • Ghost Catcher Game

Lesson 3 : Review - Ghost Catcher
Programming 102

Time: 60+ minutes

Introduction

Tynker Blocks Introduced

Vocabulary

Objectives

Materials

Warm-Up (15 minutes)

Activities (45 minutes)

Facilitate as students complete all Review - Ghost Catcher modules on their own:

1. Concepts (Concepts)
2. Ghost Touch Example (Example)
3. Ghost Touch (DIY)
4. Ghost Trap Example (Example)
5. Ghost Trap (DIY)
6. Catch the Ghosts (Puzzle)
7. Ghost Catcher Game Example (Example)
8. Ghost Catcher Game (DIY)

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