- Grades 7 - 8
- Beginner level
- 17 lessons
- Tynker Blocks
- 17 lessons
- 111 activities
- Enhanced Creativity Tools
- Automatic Assessment
- Tutorials and Reviews
- Coding Puzzles
- DIY Projects
- Teacher Guides
- Answer Keys
No previous coding experience required.
Programming 301 Lesson Plan
Lesson: Shoot Projectiles
Time: 60+ mins
IntroductionIn this lesson, students will learn how to use repetition and screen edge detection to program projectiles while creating a project of a dragon shooting fireballs! Coding concepts from this lesson include: Repeat Until and Screen Edges.
New Code Blocks
: Make the Actor repeat this loop until a true or false [boolean value] determines when the block should stop repeating the code inside it. : This is an addition operator that returns the sum of the two parameters. : This is a subtraction operator that returns the subtraction of the two parameters. : This is a comparison operator that returns true if the first value is less than the second value, and returns false otherwise. : This is a math operator that returns a random number between the two parameters.
- Projectile: An object that is thrown, hurled, or tossed.
- Use code blocks to program Actors to detect screen boundaries and move to different screen locations
- Use code blocks to solve a puzzle module
- Create a game where a dragon shoots fireballs
- Computers, laptops, or mobile devices (1 per student) with student account access to Tynker.com
Warm-Up (15 minutes)What is a Projectile?
- Tell your students that today’s coding adventure involves a dragon shooting fireball projectiles!
- Explain to your students that a projectile is an object that is thrown, hurled, or tossed.
- Ask students to give examples of projectiles. (Example: A cannonball launching out of a cannon)
Activities (45 minutes)Facilitate as students complete all Shoot Projectiles modules on their own:
1. Concepts (Video)
- Dan, the dragon rider, introduces two coding concepts:
- Repeat Until- Dan explains how the given script will keep repeating until a condition is met.
- Screen Edges- Students will interact with different scripts and observe how each script affects the Actor.
- In this DIY (do-it-yourself) project, students will follow step-by-step directions to program a dragon to breathe fireballs that fly forward.
- Point out to students that if they put the operator values in the wrong order, then the program will not function as intended.
- In this DIY project, students will add to their game by adding an enemy plane to shoot fireballs at.
- How to Play: Use arrow keys (web) or tilt the screen (mobile) to move the dragon. Use the spacebar (web) or tap the screen (mobile) to shoot fireballs.
- Remind students that they need to put the operator values in the correct order. Otherwise, their program will not function as intended.
- To solve this puzzle module, students will need to program a fireball to shoot from the dragon when the spacebar is pressed (web) or the screen is tapped (mobile). Students are provided a sample of what their end result should look like.
- Give a hint: Ask students…
- What should be the first code block in the sequence? (Answer: “when I receive game start”)
- What do we need the “repeat until” loop to do? (Answer: We need to program the “repeat until” loop to move the dragon 10 steps and pause until the dragon’s x-position is greater than the right edge of the screen.)
- In this DIY project, students will add new enemies for their dragon to shoot fireballs at. Note: Students will need to draw their own enemy Actors or add enemy Actors from the Media Library.
- Check that students are customizing the movement pattern of each enemy.
- Students will answer 5 multiple-choice questions to review concepts from this lesson.
Extended Activities (10 minutes)More Practice
- Ask students to practice the coding skills they learned in this lesson by creating a game that meets the following criteria:
- Make an Actor react when touched by another Actor
- Use at least one operator code block
- Make an Actor disappear when the Actor goes beyond the edges of the screen
- Add sound
- CCSS-Math: 6.NS.C, MP.1, MP.2, MP.4
- CCSS-ELA: RI.7.4, RI.8.4, 6-8.RST.3, 6-8.RST.4, 6-8.RST.7
- CSTA: 2-AP-10, 2-AP-13, 2-AP-16, 2-AP-17
- CS CA: 6-8.AP.10, 6-8.AP.13, 6-8.AP.17
- ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b
U.k. StandardsKey Stage 3 (Years 7-9)
- 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.
- Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability.
- Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns.