Programming 1A Lesson Plan
Lesson: Sequencing Review
Time: 75+ mins
In this lesson, students are introduced to new movement code blocks, centered around a friendly dragon. The goal is to help the dragon overcome obstacles to reach the treasure. The puzzles are similar to 2D platformer video games such as Super Mario Bros and Donkey Kong.
Tynker Blocks Introduced
: Make the Actor jump up to the next platform. Note that this is a different action from the previous "jump" block. : Make the Actor destroy objects with a blast. : Make the Actor eat objects.
- No new terms are introduced in this lesson.
- Apply sequencing logic
- Use new code blocks to solve puzzles
- Computers (1 per student) with student account access to Tynker.com
Warm-Up (15 minutes)
- Have any of your students ever done an obstacle course? Can they rememebr what types of obstacles were used? Did they jump through things? Run through tires? Push something out of the way?
- Explain to students that obstacle courses have rules. If you do the steps wrong, you have to start over.
- If students were to create an obstacle course using Tynker, what obstacles would they use? Point out that the more challenging a course is, the more fun it can be!
- Inform students that they're going to use Tynker to help a small dragon solve puzzles that are a lot like obstacle courses. The dragon wants the treasure, but it has to jump, eat, and blast its way there!
Activities (40 minutes)
1. Jump (Puzzle)
- Students use the "jump" block to help the dragon jump onto a platform to reach the treasure
- Remind students that the "jump" block in this puzzle is different from previous "jump" blocks: Whereas Codey would leap two spaces forward with the "jump" command, the dragon only moves forward one space; whereas Codey used "jump" to get over obstacles, the dragon uses "jump" to get to a higher branch.
2. Blow Fire (Puzzle)
- Explain to students that the dragon cannot leap over standing obstacles, such as logs, using "jump." Instead, it must "blast" through the obstacles.
- This puzzle introduces two new code blocks: "eat" and "blast."
- Explain that the young dragon cannot breathe fire on its own yet, so it needs to get its breath ready by eating a bug.
- Tell students to use an "eat" block when their dragon stands one place in front of the bug.
- Tell students to notice that when the dragon eats the bug, a little fiery icon appears above its head. That means the dragon's fire breath is ready!
- Explain that the "blast" block works similarly. The dragon must be standing directly in front of the obstacle when it blasts fire--otherwise, it will not work.
- Some students might use an incorrect amount of "walk" blocks at first since the path does not have obvious space markings.
3. Walk and Jump (Puzzle)
- The direction of the dragon's movement is reversed--it faces left, and moves from right to left.
- Students may get confused by the direction reversal, so encourage them to work together.
4. Double Jump (Puzzle)
- This puzzle showcases the dragon's ability to reach new heights! The dragon can scale branch after branch by using more than one "jump" block.
5. Jump and Blow Fire (Puzzle)
- This puzzle brings it all together--the dragon has to "walk," "jump," "eat," and "blast" to reach the treasure.
- Encourage students to break the puzzle up into three parts.
- The first part is getting on the higher platform.
- The second part is burning down the log. Remind students the dragon must stand directly in front of the obstacle to "eat" the bug and "blast" the log.
- The third part is continuing to walk forward to the treasure.
Optional Activities (20 minutes)
- What did you learn about sequencing when completing the dragon puzzles?
- What is one piece of advice you would give someone using the "blast" code block?
- Were there any parts of this lesson that you found tricky?
- CCSS-ELA: RI.1.1, RI.1.6, RI.1.10, RF.1.4, RF.1.4.A, RF.1.1, SL.1.1, SL.1.2, SL.1.3, RI.2.1, RF.2.4, RF.2.4.A, RI.2.6, SL.2.1, SL.2.2, SL.2.3
- CCSS-Math: MP.1
- CSTA: 1A-AP-09, 1A-AP-11, 1A-AP-15
- CS CA: K-2.AP.13, K-2.AP.14, K-2.AP.17
- ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 7.c
Key stage 1
Pupils should be taught to:
- understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
- create and debug simple programs
- use logical reasoning to predict the behaviour of simple programs
- use technology purposefully to create, organise, store, manipulate and retrieve digital content
- use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
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 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 technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact