Programming 1A Lesson Plan

Lesson: Follow the Path

Time: 75+ mins


For this lesson, students use new movement code blocks to help the spaceship follow the path, collect power cells, and reach the moon base.

Tynker Blocks Introduced

  • : Move the Actor forward.
  • : Rotate the Actor left.
  • : Rotate the Actor right.


  • Rotate: Turn in a circular direction


Students will...

  • Use new movement code blocks to navigate a spaceship
  • Apply sequencing logic
  • Recall simple commands in a sequence


  • Computers (1 per student) with student account access to

Warm-Up (15 minutes)

  1. Write the words "move forward," "move backward," "turn right," and "turn left" on the classroom board.
  2. Demonstrate how to get from your desk to the classroom's front door using the directions "move forward," "move backward," "turn right," and "turn left." Think through your thought process out loud as you act out the solution.
  3. Pair up students and have them take out a piece of paper and a pencil.
  4. Tell students to list step-by-step directions on how to get from their seat to the classroom's front door--but there's a catch! They can only use the directions "move forward," "move backward," "turn right," "turn left." Can they act out their solution?
  5. Explain that the purpose of this activity is to get them to see that following a path is not as simple as it seems. There are many small steps!

Activities (40 minutes)

1. Get to the Moon Base (Introduction)

  • This short clip introduces the goal of the puzzles: Help the spaceship follow a path to collect the power cell and get to the moon base.

2. Onwards to the Moon Base (Puzzle)

  • Students will practice using the "forward" block to solve a simple puzzle.

3. Collect the Power Cells (Puzzle)

  • This puzzle introduces the "turn left" and "turn right" code blocks.
  • Remind students to think of the "turn left" and "turn right" code blocks as "rotate right" and "rotate left."
  • Explain to your students that they have to combine rotation with forward motion, just like they did during the warm-up activity.

4. Turn.Forward.Turn (Puzzle)

  • This puzzle is similar to the previous one, just slightly longer.
  • Encourage students to identify patterns.

5. Collect Those Power Cells (Puzzle)

  • Note that the value of the "repeat" block is set to the incorrect value of "3." Tell students to count the spaces and change the "repeat" block to the correct value of "5."

6. Staircase (Puzzle)

  • This puzzle is more challenging than previous puzzles. Encourage students to work in groups, write down the steps, and identify the pattern before using any code blocks.
  • Note that the value of the "repeat" block is set to the incorrect value of "3." Tell students to count the spaces and change the "repeat" block to the correct value of "5."
  • Give a hint: Tell students that four code blocks go inside the "repeat" block.

Optional Activities (20 minutes)

More Practice:

  • Tell students to navigate a friend from his/her current location to a different classroom location (e.g., to the bookshelf, across the classroom, to the clock) using the words "move forward," "move backward," "turn right," and "turn left."
  • Encourage them to navigate through at least one obstacle, use units of measurement, and act out solutions.

U.S. Standards

  • CCSS-ELA: RI.1.6, RI.1.10, RF.1.4, RF.1.4.A, RF.1.1, SL.1.1, SL.1.3, RF.2.4, RF.2.4.A, RI.2.6, SL.2.1, SL.2.3
  • CCSS-Math: MP.1, 1.OA.B.3, 1.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

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
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
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