LESSONS
  1. 1
  2. 2
  3. 3
  4. 4
  5. 5
  6. 6
  7. 7
  8. 8
  9. 9
  10. 10
  11. 11
  12. 12
  13. 13
  14. 14
  15. 15
  16. 16
  17. 17

Programming 301

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

  • GRADES 7-8
  • BEGINNER
  • WEB
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Answer Key

Module 2: The Knight Moves

Open Sample Project

Module 3: The Knight Attacks

Open Sample Project

Module 4: Castle Maze

Module 5: Maze Level

Open Sample Project

Module 6: Quiz

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Lesson 4: Motion and Tracking

Course: | Web

  • Concepts
  • The Knight Moves
  • The Knight Attacks
  • Castle Maze
  • Maze Level
  • Quiz

Lesson 4 : Motion and Tracking
Programming 301

Time: 60+ minutes

Introduction

Tynker Blocks Introduced

Vocabulary

Objectives

Materials

Warm-Up (15 minutes)

Activities (45 minutes)

Facilitate as students complete all Motion and Tracking modules on their own:

1. Concepts (Concepts)
2. The Knight Moves (DIY)
3. The Knight Attacks (DIY)
4. Castle Maze (Puzzle)
5. Maze Level (DIY)
6. Quiz (Multiple-choice)

Extended Activities (10 minutes each)

U.S. Standards

  • CCSS-Math: MP.1
  • CCSS-ELA: RI.7.4, RI.8.4, 6-8.RST.3, 6-8.RST.4, 6-8.RST.7
  • CSTA: 22-AP-10, 2-AP-12, 2-AP-13, 2-AP-15, 2-AP-16, 2-AP-17
  • CS CA: 6-8.AP.12, 6-8.AP.13, 6-8.AP.15, 6-8.AP.16, 6-8.AP.17
  • ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b

U.K. Standards

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
  • create, reuse, revise and repurpose 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
Key stage 4
All pupils must have the opportunity to study aspects of information technology and computer science at sufficient depth to allow them to progress to higher levels of study or to a professional career. Pupils should be taught to:
  • develop their capability, creativity and knowledge in computer science, digital media and information technology
  • develop and apply their analytic, problem-solving, design, and computational thinking skills