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. Request Quote

Course Summary
  • Grades 7 - 8
  • Beginner level
  • 17 lessons
  • Tynker Blocks
    • Web
Course Includes
  • 17 lessons
  • 111 activities
  • Enhanced Creativity Tools
  • Automatic Assessment
  • Tutorials and Reviews
  • Coding Puzzles
  • DIY Projects
  • Quizzes
  • Teacher Guides
  • Answer Keys
Prerequisites
No previous coding experience required.

Programming 301 Lesson Plan

Lesson: Show and Hide
Time: 60+ mins

Introduction

In this lesson, students will learn how to show and hide Actors using conditionals. Coding concepts covered in this lesson include: When Event Occurs, Costume #/Name, and Operators.

New Code Blocks

  • None

Vocabulary

  • None

Objectives

Students will...
  • Use conditionals to create projects and games
  • Use code blocks to solve a puzzle module

Materials

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

Warm-Up (15 minutes)

Ask students...
  • What questions do you or someone you know have about using Tynker?
  • What has been the most challenging task for you so far?
  • What do you enjoy more, the DIY modules or puzzle modules? Why?

Activities (45 minutes)

Facilitate as students complete all Show and Hide modules on their own:
1. Concepts (Video)
  • Bert, the wizard, introduces three coding concepts:
    • When Event Occurs- The “when event occurs” event block triggers when the condition specified in the parameter is true.
    • Costume #/Name- The “costume #” block represents which costume an Actor is currently using as a number. Whereas, the “costume name” block represents the entire name of the current costume.
    • Operators- Students will learn how operators can be used to check for a specific costume name.
2. Hide the Ghost 1 (DIY)
  • In this DIY (do-it-yourself) project, students will follow step-by-step directions to program a wizard to fire a fireball that makes a ghost disappear on impact.
  • Tell students that they will improve their project in the next module.
3. Hide the Ghost 2 (DIY)
  • In this DIY project, students will expand on their previous project by adding game elements that work with costumes.
  • Did students finish early? Tell them to use the example code in “Step 3” of the tutorial to make the ghost look like it’s avoiding more fireballs.
4. Defeat the Ghosts (Puzzle)
  • To solve this puzzle module, students will need to program three ghost Actors to hide when their costumes are set to “ghost 1” and they are hit with a fireball.
  • Give a hint: Tell students to place the “operator” code block in the white space (where it says “false”) of the “if-then” code block. For example:
        
5. Wizard vs. Zombies Game (DIY)
  • In this DIY project, students will create a game where a wizard fights off zombies! Point out to your students that the “Tutorial” tab does not provide code blocks--they’ll need to use code blocks from the “Blocks” tab.
  • Activities include customizing the background and Actors, programming the wizard and zombies to move, and using the “when occurs” code block to add game rules.
  • Are students getting stuck? Tell them to use code from previous modules as a resource.
6. Quiz (Multiple-choice)
  • Students will answer multiple-choice questions to review concepts from this lesson.

Extended Activities (10 minutes)

Discussion
  • Have students share their coding challenges and what they learned from them. Also share other challenges you saw students dealing with and the solutions you noticed they came up with.

U.S. Standards

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