Programming 1A

A puzzle-based introduction to coding concepts for beginners where they learn sequencing, pattern recognition, loops, and conditional logic. Request Quote

Course Summary
  • Grades 1 - 2
  • Beginner level
  • 12 lessons
  • Tynker Blocks
    • Web
Course Includes
  • 12 lessons
  • 62 activities
  • Enhanced Creativity Tools
  • Automatic Assessment
  • Tutorials and Reviews
  • Coding Puzzles
  • Answer Keys
Prerequisites
No previous coding experience required.

Lesson Plan

Lesson: Recognize the Pattern

Time: 75+ mins

Introduction

Students use loops and pattern recognition to help Codey jump over obstacles. In "Module 5: Using Conditional Loops," students are introduced to a “repeat until” loop.

New Code Blocks

  • : Make the Actor repeat this loop until a true or false condition [boolean value] determines when the block should stop repeating the code inside it. In this lesson, Codey will repeat blocks inside the loop until he reaches the red mint.

Vocabulary

  • Pattern: Something that repeats

Objectives

Students will...
  • Recognize and describe patterns
  • Identify patterns in a sequence
  • Use “repeat” and “repeat until” loops to create solutions
  • Arrange blocks of code in the correct order

Materials

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

Warm-Up (15 minutes)

1. Draw a pattern of shapes on your classroom board: heart, square, triangle, heart, square, triangle, heart, square, triangle.
2. Ask, “Who can identify the pattern?”
3. Circle each group of “heart, square, triangle” shapes so you have three circles.
4. Ask, “How many times does the pattern repeat?” (3 times)
5. Create a new pattern on the board by writing “walk, jump, walk, jump.”
6. Ask, “Who can identify the pattern?"
7. Circle each pair of “walk, jump” statements so you have two circles.
8. Say, “Think back to our Tynker coding blocks. When we want to repeat groups of code blocks, we can use the ‘repeat’ block. Here, we see that we need to repeat this pattern two times.”

Getting Started (20 minutes)

As a class, solve "Module 1: Repeat the Pattern.”
1. Open “Module 1: Repeat the Pattern.”
2. Think out loud through the solution: jump - walk - jump - walk - jump - walk.
3. Write the pattern on the classroom board: “jump, walk, jump, walk, jump, walk.”
4. Circle each pair of “jump, walk” statements so you have three circles.
5. Ask, “How many times does the ‘jump, walk’ pattern repeat?”
6. As a class, solve the puzzle using the “repeat” code block.

Activities (30 minutes)

1. Repeat the Pattern (Puzzle)
  • Students can solve this puzzle by placing the “walk” and “jump” blocks three times, but encourage them to work together and use a “repeat” block.
  • Explain to your students that they have to put two different code blocks inside the “repeat” block.
2. Sequenced Repetition 1 (Puzzle)
  • This puzzle is more challenging than previous puzzles. Students can solve this puzzle by placing only “walk” and “jump” blocks, but encourage them to work together and use a “repeat” block.
  • Remind students to write down the steps and identify the pattern before using any code blocks.
  • Give a hint: Tell students that two code blocks go inside the “repeat” block.
3. Sequenced Repetition 2 (Puzzle)
  • Students can solve this puzzle by placing only “walk” and “jump” blocks, but encourage them to work together and use a “repeat” block.
  • Give students a hint: Tell students to place one “walk” block above the “repeat" block.
4. Two Loops (Puzzle)
  • This puzzle is a good opportunity for students to discover various creative solutions. If students quickly find one solution, challenge them to create a different solution using two “repeat” blocks or a different sequence of steps.
  • Remind students that they can change the number inside the “repeat” block.
5. Using Conditional Loops (Puzzle)
  • This puzzle introduces the “repeat until” block, which makes Codey do all the steps inside the loop over and over until he reaches the red mint. Up until now, students were using the “repeat” block which repeated code blocks inside it for a specified number of times.
  • Explain to your students that “repeat until” block tells Codey to do everything inside the loop again and again until a condition is met. In this case, the condition is Codey reaching the red mint.
  • Relate the “repeat until” block to everyday situations such as giving directions. Say, “Think of a time when someone gave you directions to the bathroom and said, ‘Walk down the hallway until you see the bathroom.’” Ask, “What action were you repeating over and over? You walked until you saw what?”

Optional Activities (20 minutes each)

Creative Solutions
1. Open "Module 4: Two Loops."
2. Tell students they don’t need to have an obstacle to use the “jump” block -- it will always move Codey forward two spaces (possible solution: on start - jump - walk - jump - jump - walk).
3. How many creative solutions can the class create? Write down each solution.

Pattern and Repeat Practice
1. Have students create a pattern using the words “jump,” “walk,” “right,” “left.” Model at least two examples:
  • Example 1: right, left, right, left, right, left, right, left
  • Example 2: walk, jump, jump, walk, jump, jump
2. Tell students to take out a piece of paper and a pencil. Have them think of a pattern using the words “jump,” “walk,” “right,” “left.” Tell them to write it down.
3. Have students trade papers with a neighbor.
4. Tell students to identify their neighbor's pattern by circling the pattern and state how many times the pattern repeats.

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-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