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

- Grades 1-2
- Beginner
- Web
- Voiceovers

## Programming 1A Lesson Plan

#### Lesson: Draw Simple Shapes

#### Time: 75+ mins

### Introduction

Students are introduced to rotation measured in degrees and moving forward in units as they program a racer to follow the green lines and collect orbs.

### Tynker Blocks Introduced

: Move the Actor a specified number of units forward. Note this "forward" block is set to the value "400," so the code will move the Actor 400 units forward.

: Rotate the Actor to the right (clockwise) a specified degree of rotation. Note this "turnRight" block is set to the value "90," so the code will rotate the Actor 90 degrees right.

: Rotate the Actor to the left (counter-clockwise) a specified degree of rotation. Note this "turnLeft" block is set to the value "90," so the code will rotate the Actor 90 degrees left.

### Vocabulary

- Angle: The amount of turn between two straight lines that meet together at the same point
- Degrees: A unit of measurement used to describe the size of angles
- Right Angle: Angle which is equal to 90 degrees
- Square: A four-sided shape where all sides have the same length, and all angles are right angles (90 degrees)
- Rectangle: A four-sided shape where all where all opposite sides have the same length, and all angles are right angles (90 degrees)

### Objectives

Students will...

- Use rotation to navigate a racer
- Apply commands in a sequence to draw shapes

### Materials

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

### Warm-Up (20 minutes)

Inform students that we're going to learn degrees of rotation. Next, draw a circle on the classroom board and divide it into four equal slices. Write "0 degrees" at the top and "90 degrees" at the right:

Point out to studnets that from the top of the circle to right of the circle is 90 degrees. Explain that an angle of 90 degrees is called a "right angle."

Ask, "How many degrees do I need to turn to see what's to my right?" (90 degrees right) Ask, "How many degrees do I need to turn to see what's to my left? (90 degrees left)

Draw and label the following shapes on the classroom board:

As a class, label each 90 degree angle in the square and rectangle. Who can remind the class how many degrees are in a right angle? (answer: 90 degrees)

### Activities (35 minutes)

#### 1. Right Angle (Puzzle)

- Explain that the goal is to trace the "L" shape.
- Remind students that "forward" 400 moves the racer 400 units forward in whatever direction it's facing.
- Remind students that "turnRight 90" rotates the racer 90 degrees right in whatever direction it's facing.

#### 2. Another Right Angle (Puzzle)

- Remind students that "turnLeft 90" rotates the racer 90 degrees left in whatever direction it's facing.

#### 3. Square (Puzzle)

- Tell students they will have to use several "forward" and "turnRight" blocks to trace a square with the racer. Remind students of the warm-up and how many 90 degree angles are in a square.
- Students who get stuck may not understand that the racer needs to move forward before it can turn. Help them understand this concept by acting out the steps before using any code blocks.

#### 4. Rectangle (Puzzle)

- The "forward" code block has a value of 400, so students will have to change the value to trace the two shorter sides of the rectangle.
- Tell students to click the number inside the "forward" block to change it from 400 to 200.

### Optional Activities (15 minutes)

**Review:**

- How many degrees make a right angle?
- How many right angles does a square have? A rectangle? (four 90 degree angles)
- What is one piece of advice you would give someone using the "turnRight 90" code block?

### 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, 1.GA.1, 2.G.A.1, 2.OA.B.2, 2.NBT.A.1.A, 2.GA.1, 2.GA.2**CSTA:**1A-AP-09, 1A-AP-11, 1A-AP-15**CS CA:**K-2.AP.13, K-2.AP.14, K-2.AP.17**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

## Class Presentations

**Lesson 1**

**Lesson 2**

**Lesson 3**

**Lesson 4**

**Lesson 5**

**Lesson 6**

**Lesson 7**

**Lesson 8**

**Lesson 9**

**Lesson 10**

**Lesson 11**

**Lesson 12**