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This course is included with our Coding/STEAM Curriculum - K-8 Plan

# Programming 301 Icon Coding 10-Course Pack Space Cadet Dragon Spells Programming 1A Programming 1B Programming 100 Programming 300 Barbie™ You Can Be Anything™ Programming 101 Programming 102 Programming 201 Programming 202 Programming 301 Programming 302 JavaScript 101 Python 101 Web Development 101 Python 201 Drones 101 WeDo Coding Augmented Reality micro:bit 101 MicroPython 101 Life Science 101 Physical Science 101 Earth Science 101 Math 101 Social Studies 101 English 101 Life Science 201 Physical Science 201 Earth Science 201 Math 201 Social Studies 201 English 201

A fast-paced introduction to block programming for beginners in middle school where they create simple interactive programs with a focus on game design.

• Beginner
• Web

## Programming 301 Lesson Plan

### Introduction

This is the last lesson of the Programming 301 course. In this lesson, students will learn how to assign values to variables using text instead of numbers, create a character selection screen, and create their own arcade game!

• None

• None

### Objectives

Students will...
• Apply coding concepts to assign values to variables using text
• Create a character selection screen

### Materials

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

### Warm-Up(15 minutes)

• What have you found most challenging about the Programming 301 course?
• What is a project, game, or moment during the Programming 301 course that you’re proud of?
• Do you feel like you have improved as a programmer? Why or why not?

### Activities(45 minutes)

Facilitate as students complete all Finishing Touch modules on their own:
1. Concepts (Video)
• Students will watch a short video where Dan explains that students can use letters and words as variable values. Prior to this lesson, students have been assigning number values to variables.
• In this DIY (do-it-yourself) project, students will follow step-by-step directions to create a character selection screen.
• Check that your students programmed their project correctly. The dragon that they click (web) or tap (mobile) should flap its wings and be the only dragon on the Stage.
• Are students struggling? Check that they read the instructions carefully and are correctly nesting their loops.
• In this DIY module, students are provided completed code for a dragon game, but are encouraged to add more features to make it their own (e.g., add different enemies and more levels).
• Check that students are analyzing the existing code. Encourage them to make slight modifications to explore how it works.
• Optional: Read “Step 2” out loud to your students and model how to drag an Actor into the backpack that’s located on the top right of the screen.
• Tell students to save multiple Actors to their backpack--they will be useful in the next tutorial.
• In this DIY project, students will create their own arcade game! The project starts off blank, so students will need to add their own background, Actors, and code.
• Are students struggling to locate the code blocks? Tell them to select the “Blocks” tab that’s located to the right of the “Tutorial” tab.
• Are students struggling to code their game?
• Ask them to use Actors from their backpack or look at code from previous modules as a reference.
• Remind students to check out the Tynker support videos:
https://www.tynker.com/support/videos.
• Give a hint for the laser red Actor. Ask students…
• When the laser red Actor is cloned, what code block will you use to run/program the clone? (Answer: The “clone startup” block.)
5. Quiz (Multiple-choice)
• Students will answer 5 multiple-choice questions to review concepts from this lesson.

### Extended Activities(10 minutes)

Discussion
• What can learning to code teach you? (Answer: Problem-solving skills, teamwork, patience; how to create art, games, and projects, etc.)
• What do you feel is your strongest programming skill?
• What do you enjoy most about coding using Tynker?

### U.S. Standards

• CCSS-Math: 6.NS.C.6, MP.1, MP.2, MP.4, 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.

## 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.
Lesson 1
Introduction
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
Messaging
21 Slides
Lesson 10
Start Screen and Controls
21 Slides
Lesson 11
Shoot Projectiles
21 Slides
Lesson 12
Parallax Scrolling
18 Slides
Lesson 13
Cloning
19 Slides
Lesson 14
Variables
20 Slides
Lesson 15
Powerups and Effects
20 Slides
Lesson 16
Boss Battle
18 Slides
Lesson 17
Finishing Touch
15 Slides