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: Sequencing

Time: 60+ mins

Introduction

Students review sequencing and loops as they help Gus the astronaut collect power cells.

New Code Blocks

  • None

Vocabulary

  • Sequence: The order in which steps or events happen

Objectives

Students will...
  • Identify and order steps to solve puzzles
  • Recognize patterns to create sequencing tasks
  • Solve puzzles using loops for repetition

Materials

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

Warm-Up (25 minutes)

Model a simple everyday task, such as washing your hands with soap and water. As a class, identify and order the steps. Write the steps on the board. For example:
1. Turn on the water faucet
2. Get your hands wet
3. Apply soap
4. Rub your hands together for about 10 seconds
5. Rinse the soap off by placing your hands under the running water
6. Turn off the water faucet

Explain to students that a sequence is the order in which things happen.
  • Ask, “Who can tell me the steps to clean your hands with hand sanitizer?” List the students’ steps and follow them in order. Now complete the steps out of order. As a class, discuss the importance of completing steps in the right order.
  • Explain that identifying and sequencing steps is how we tell a computer what to do, but it is also necessary to give the computer instructions in the right order.

Getting Started (5 minutes)

Explain to your students that the puzzle modules in this lesson are very similar to puzzles they already solved. There will be no new code blocks.

Activities (30 minutes)

1. Introduction (Video)
  • This short video introduces Gus the astronaut, who has a crash landing on a strange planet.
2. Collect the Ray Gun (Puzzle)
  • Students will use the “walk” block to help Gus reach the ray gun.
3. Collect the Tablet (Puzzle)
  • Students will have more practice using the “walk” code block to help Gus reach the tablet.
4. Avoid Obstacles (Puzzle)
  • This puzzle uses the “jump” block, which was introduced in previous lessons with Codey the Troll. Say, “Instead of Codey jumping over bottle caps or thimbles, Gus jumps over rocks and aliens.”
  • Remind students that the “jump” block makes the Actor jump over the obstacle and land on the other side.
5. Use a Loop (Puzzle)
  • This puzzle uses the “repeat” code block, which was introduced in previous lessons with Codey the Troll.
  • Students can solve this puzzle by placing the “walk” block nine times, but encourage them to use the “repeat” block.
6. More Obstacles (Puzzle)
  • Students can solve this puzzle by placing the “walk” and “jump” blocks three times, but encourage them to use the “repeat” block.
  • Give a hint: Tell students that two code blocks need to go inside the "repeat" block.

Optional Activities (25 minutes each)

Space Race
  • Tell students they will be racing to complete the Sequencing puzzle modules as fast as possible!
  • Encourage students to work individually and keep going until they finish all Sequencing puzzle modules.
  • Tell students to raise their hand to let you know they are done.
  • As the first three students finish, write their names. The friendly competition ends once three students are done. Have the top three students compete against each other as the class cheers them on.
  • Hold a similar competition, but this time assign teams of two. See which teams can complete the Sequencing puzzle modules the fastest. As the first three teams finish, write their names. The friendly competition ends once three teams are done.

Sequencing Practice
1. As a class, brainstorm simple everyday tasks. For example: putting on a shoe, brushing your teeth, drinking water.
2. Have students take out a piece of paper and a pencil.
3. Tell them to select an everyday task from the list and order the steps for that task. Explain that this activity is similar to the warm-up.
4. Discuss your students’ sequencing lists and expected outcomes.

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.16
ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 7.c