Programming 301 Lesson Plan

Lesson: Powerups and Effects
Time: 60+ mins


In this lesson, students will learn how to create power-ups using variables and effects. Coding concepts from this lesson include: True/False Variables, Variable Timer, and Effects.

New Code Blocks

  • None


  • None


Students will...
  • Create games and projects using variables and effects
  • Use code blocks to solve a puzzle module
  • Create games that use power-ups


  • Computers, laptops, or mobile devices (1 per student) with student account access to

Warm-Up (15 minutes)

  • Tell students that they’re going to create power-ups today using Tynker. Ask students…
    • Who can describe what “power-ups” are? (Example: Power-ups give the character of a game a special ability for a short amount of time.)
    • Who can give an example of a power-up they’ve seen in a game? (Example: Common power-ups include increased speed, invincibility, increased size)

Activities (45 minutes)

Facilitate as students complete all Powerups and Effects modules on their own:
1. Concepts (Video)
  • Dan, the dragon rider, introduces three coding concepts:
    • True/False Variables- True/False variables are called “booleans” because they can only be set to True and False.
    • Variable Timer- Students will watch an animated example of the “invincibility” variable and observe how it affects Codey.
    • Effects- Students will interact with different “effect” code blocks and observe how each block affects Codey.
2. Creating Power-Ups (DIY)
  • In this DIY (do-it-yourself) project, students will follow step-by-step directions to learn how to create a game power-up. After the dragon collects the gem power-up, it will be able to shoot three fireballs at once.
  • Point out to students that setting the “tripleShot” variable to 1 enables the power-up.
3. Invincibility Power-Up (DIY)
  • In this DIY project, students will learn how to create an invincibility power-up.
  • Activities include programming the dragon to disappear when it is hit by a plane (unless its invincibility power-up is active), making the invincibility power-up temporary, and adding a graphic effect to show the invincibility power-up is active.
4. Survive the Waves (Puzzle)
  • To solve this puzzle module, students will need to program the dragon to be invincible. Students are provided a sample of what their end result should look like.
  • Give a hint: Ask students...
    • What needs to happen when the green gem is touched? (Answer: When the green gem is touched, invincibility should be increased by 10.)
    • What do we need to do to decrease the dragon’s invincibility? (Answer: Program the “invincibility” variable to count down by one, once every second, until it reaches zero.)
5. Power-Up (DIY)
  • In this DIY project, students will create an underwater game with power-ups!
  • Activities include adding variables to control health and power-ups, programming a score-keeping system, and adding visual effects!
  • If students finish early, encourage them to find a friend to play their game. Optional: Ask students to describe what unique power-up they created for their game. Did they create an invisibility power-up? A speed-boost?
6. Quiz (Multiple-choice)
  • Students will answer 5 multiple-choice questions to review concepts from this lesson.

Extended Activities (10 minutes)

More Practice
  • Ask students to add a power-up to a project or game from a previous lesson. Encourage students to test and debug their programs until they work as expected. If students are struggling to program a power-up, tell them to look at the “invincibility” power-up code from this lesson as a resource.

U.S. Standards

  • CCSS-Math: 6.NS.C.6, MP.1, MP.7
  • 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-11, 2-AP-13, 2-AP-16, 2-AP-17
  • CS CA: 6-8.AP.10, 6-8.AP.11, 6-8.AP.13, 6-8.AP.17
  • ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b

U.k. Standards

Key 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.
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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
27 Slides
Lesson 2
Animated Motion
20 Slides
Lesson 3
Actor Positioning
19 Slides
Lesson 4
Motion and Tracking
18 Slides
Lesson 5
Conditional Loops
23 Slides
Lesson 6
Show and Hide
20 Slides
Lesson 7
Actor Properties
18 Slides
Lesson 8
Nested Loops
18 Slides
Lesson 9
21 Slides
Lesson 10
Start Screen and Controls
21 Slides
Lesson 11
Shoot Projectiles
21 Slides
Lesson 12
Parallax Scrolling
18 Slides
Lesson 13
19 Slides
Lesson 14
20 Slides
Lesson 15
Powerups and Effects
20 Slides
Lesson 16
Boss Battle
18 Slides
Lesson 17
Finishing Touch
15 Slides