Programming 1A Lesson Plan
Lesson: Complete Multiple Tasks in Order
Time: 40+ mins
This is the last puzzle set in the 1A programming series. Most of the puzzles are review, except the last puzzle module, which introduces the function block.
Tynker Blocks Introduced
: The "fly forward" command code block will run all of the blocks attached to the "fly forward" function definition code block.
- Function: A sequence of commands that can be run together as if it were a single command
- Explain individual progress through written reflection
- Identify individual programming challenges and strengths
- Apply knowledge of sequencing and loops to solve puzzles
- Computers (1 per student) with student account access to Tynker.com
Warm-Up (5 minutes)
- Which puzzles do your students enjoy most?
- What do they find difficult or easy about solving the puzzles?
- What have they learned about coding so far?
Activities (30 minutes)
1. Forward (Puzzle)
- Explain that the goal of the puzzle is to help the dragon move forward to reach the gem.
- Remind students that the forward block moves the dragon forward one space.
- Give students a hint: Only one block is needed to help the dragon reach the gem.
2. Go Further (Puzzle)
- This puzzle is similar to the previous puzzle.
- Give students a hint: The dragon needs to move forward several spaces to reach the gem.
3. Press Forward (Puzzle)
- Students can solve this puzzle by placing 7 "forward" blocks, but encourage them to use the "repeat" block.
4. Flying Island (Puzzle)
- Encourage students to write down the steps and identify the pattern before using any code blocks.
- If students are using two repeat blocks to solve the puzzle, give them a hint: Place a "turn right" block between the two loops and change the value of the second repeat block to "3."
5. Avoid the Castles (Puzzle)
- Remind students of the "repeat while" loop. Say, "The dragon will repeat blocks of code inside the 'repeat while' loop while there is a path in front of the dragon."
6. Fly Forward Function(Puzzle)
- This puzzle introduces a function block. Explain that a "function" block is a custom block. Here, our custom block is given to us.
- To run our function block code on our dragon, students need to attach the "fly forward" block to the "on start" block.
Optional Activities (10 minutes)
Ask students to complete the first puzzle lesson from this course: "Lesson 2: Connect Code Blocks." Time how quickly they finish the puzzle modules. Point out how much their pattern recognition and coding skills have improved.
- 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-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.16
- 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