Programming 1A Lesson Plan

Lesson: Use Repeat Loops

Time: 75+ mins

Introduction

Students expand their sequencing skills and pattern recognition as they help the dragon overcome new obstacles to reach the treasure. Students also discover that different bugs give the dragon different abilities.

Tynker Blocks Introduced

  • : Make the Actor face the opposite direction.

Vocabulary

  • No new terms are introduced in this lesson.

Objectives

Students will...

  • Apply loops and sequencing logic to solve puzzles
  • Recognize patterns and use loops
  • Use new code blocks to make the dragon face the opposite direction

Materials

  • Computers (1 per student) with student account access to Tynker.com

Warm-Up (10 minutes)

  1. Explain that students are going to use a "turn around" block on Tynker, which will make the Actor face from right to left, or left to right.
  2. As a class, act out the "turn around" block.
  3. Lead a game of Simon Says with students to help them further practice this concept:
    • Say, "Simon says take one step forward."
    • Say, "Simon says jump!"
    • Say, "Simon says turn around!" Make sure students change direction and face the opposite way.
    • Say, "Simon says jump and then turn around!" Make sure students jump first before turing to face the opposite direction.

Activities (40 minutes)

1. Change Direction (Puzzle)

  • This puzzle introduces the "turn around" block.
  • The dragon must "jump" and then "turn around" so the dragon is facing the treasure for its next jump.
  • Emphasize that the "turn around" block does not move the dragon forward or backward.

2. Triple Jump (Puzzle)

  • This puzzle uses no new blocks.
  • Note that the value of the "repeat" block is set to the incorrect value of "5." Tell students to count the spaces and change the "repeat" block to the correct value of "3."

3. Blow. Blow. Blow (Puzzle)

  • The dragon must destroy several obstacles in a row to reach the treasure.
  • Remind students to use an "eat" block when their dragon stands one place in front of the bug.
  • Encourage students to work together and use a "repeat" loop.
  • Emphasize that a "walk" and "blast" code block will be used inside the "repeat" loop.

4. Jump. Turn Around. Repeat. (Puzzle)

  • Students can solve this puzzle by placing "jump" and "turn around" blocks, but encourage them to use the "repeat" block.
  • This is a good opportunity to observe that the code inside the repeat block does not stop executing once the goal is reached. The dragon will turn around, even though it has already reached the treasure because its code tells it to.

5. Grow (Puzzle)

  • This puzzle introduces a new type of bug that, when eaten, increases the size and jumping capabilities of the dragon. The bug must be eaten to jump to the high platform.

6. Ice Breath (Puzzle)

  • This puzzle challenges students to analyze obstacles with a combination of bug and barrier. This time, the dragon must eat an ice-fly to be able to use ice breath to put out the fire.
  • Make sure students are using enough "walk" blocks.

Optional Activities (10 minutes)

Simon Says, "Bonus Round"

  • Remind students to only follow instructions after the phrase "Simon says."
  • Say...
    • Simon says jump.
    • Walk one step forward....Simon didn't say.
    • Simon says turn around!
    • Simon says turn 90 degrees to your right.
    • Now jump!...Simon didn't say.
    • Simon says turn around!
    • Simon says turn 90 degrees to your left.

U.S. Standards

  • 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, 1.OA.B.3, 2.OA.B.2
  • CSTA: 1A-AP-08, 1A-AP-09, 1A-AP-10, 1A-AP-11, 1A-AP-14
  • CS CA: K-2.AP.10, K-2.AP.12, K-2.AP.13, K-2.AP.14, K-2.AP.16
  • ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 7.c

U.K. Standards

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
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Class Presentations

These student-facing slide presentations help educators seamlessly run Tynker lessons in a virtual or physical classroom setting. Each lesson has its own set of slides that introduce the big ideas, suggest unplugged activities, and include a section for each activity module. While running lesson slides, you can switch back and forth between the activity, the slides, answer keys and other lesson materials.
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Lesson 1
Welcome
14 Slides
Lesson 2
Connect Code Blocks
34 Slides
Lesson 3
Recognize the Pattern
21 Slides
Lesson 4
Follow the Path
22 Slides
Lesson 5
Sequencing
21 Slides
Lesson 6
Conditional Logic
23 Slides
Lesson 7
Conditional Loops
24 Slides
Lesson 8
Draw Simple Shapes
27 Slides
Lesson 9
Squares, Triangles, and Staircases
20 Slides
Lesson 10
Sequencing Review
24 Slides
Lesson 11
Use Repeat Loops
25 Slides
Lesson 12
Complete Multiple Tasks in Order
24 Slides