Lesson 15 : Pop the Balloon
Programming 201

Time: 60+ minutes


Tynker Blocks Introduced




Warm-Up (15 minutes)

Activities (45 minutes)

Facilitate as students complete all Pop the Balloon modules on their own:

1. Pop the Balloon Example (Example)
2. Pop the Balloon (DIY)
3. Improve the Balloon Game (DIY)
4. Color Catch (Puzzle)
5. Get the Ghost Example (Example)
6. Get the Ghost (DIY)
7. Bombs Away Example (Example)
8. Bombs Away (DIY)

Extended Activities (20 minutes)

U.S. Standards

  • CCSS-Math: MP.1
  • CCSS-ELA: RF.5.4.A, 6-8.RST.3, 6-8.RST.4, 6-8.RST.7
  • CSTA: 1B-AP-10, 1B-AP-11, 1B-AP-12, 1B-AP-15, 2-AP-12, 2-AP-13, 2-AP-15, 2-AP-16, 2-AP-17
  • CS CA: 3-5.AP.10, 3-5.AP.12, 3-5.AP.13, 3-5.AP.14, 3-5.AP.17, 6-8.AP.12, 6-8.AP.13, 6-8.AP.16, 6-8.AP.17
  • ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 7.c

U.K. Standards

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 sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • 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 search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
  • Key stage 3
    Pupils should be taught to:
  • design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
  • understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem
  • undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
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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.
    A sample slide presentation is available for your review. Please log in to view all the class presentations available with your plan..
    Lesson 1
    28 Slides
    Lesson 2
    Loops and Animation
    19 Slides
    Lesson 3
    Creating a Scene
    22 Slides
    Lesson 4
    Jumping over Obstacles
    20 Slides
    Lesson 5
    23 Slides
    Lesson 6
    User Interaction
    19 Slides
    Lesson 7
    Guessing Game
    22 Slides
    Lesson 8
    19 Slides
    Lesson 9
    Alien Invaders
    17 Slides
    Lesson 10
    Music and Animation
    19 Slides
    Lesson 11
    Instruments and Tempo
    19 Slides
    Lesson 12
    Broadcasting Messages
    19 Slides
    Lesson 13
    Time Limits
    17 Slides
    Lesson 14
    Message Driven Programming
    19 Slides
    Lesson 15
    Pop the Balloon
    19 Slides
    Lesson 16
    Animation with Movement
    21 Slides
    Lesson 17
    Obstacle Course
    21 Slides