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
No previous coding experience required.

Programming 301 Lesson Plan

Lesson: Nested Loops
Time: 60+ mins


In this lesson, students will learn how to use nested loops, program Actors to have multiple lives, and create a game with a boss fight! Coding concepts from this lesson include: Wait Until and Nested Loops.

New Code Blocks

  • : Pauses the current script until the parameter condition is true.


  • Nested loop: A structure where one loop contains one or more loops


Students will...
  • Use nested loops to program Actors to have multiple lives
  • Use code blocks to solve a puzzle module
  • Create a game with a boss battle


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

Warm-Up (15 minutes)

Number of Lives and Boss Fights
  • Ask students to share an example of a game where the character takes damage until it loses a life. How does the game indicate life status? With hearts? A health meter?
  • Some students may not be familiar with the idea of a boss fight. Ask a student to describe the term. Then explain that bosses are enemies in video or computer games that are more intimidating and powerful than regular enemies. Optional: Ask your students to give examples of boss fights in video or computer games (e.g., Bowser in Super Mario© games).

Activities (45 minutes)

Facilitate as students complete all Nested Loops modules on their own:
1. Concepts (Video)
  • Bert, the wizard, introduces two coding concepts:
    • Wait Until- Students will watch an interactive example that uses the “wait until” block.
    • Nested Loops- Students will learn about nested loops and see an example of a nested loop that animates Rufus, the dancing zombie.
2. Multiple Lives 1 (DIY)
  • In this DIY (do-it-yourself) project, students will follow step-by-step directions to program a zombie to withstand two fireball blasts before disappearing on the third blast.
  • The fireball goes wherever students click (web) or tap (mobile) on their screen. Click (web) or tap (mobile) the zombie to hit it.
  • Point out to students that the enemy requires multiple hits to be defeated, similar to a boss in a video or computer game.
3. Multiple Lives 2 (DIY)
  • In this DIY project, students will expand on their previous game by programming the zombie to appear in a random location on the Stage after it is defeated. Students will also program a victory sound to play after the zombie is defeated twice.
  • Did students finish early? Ask them to add more lives by changing the value in the “repeat” loops.
4. Let There Be Lives (Puzzle)
  • To solve this puzzle module, students will need to program the knight so he has enough lives to collect all the treasure.
  • Students will need to set the “repeat” block to a value of 4 or higher.
5. Boss Battle (DIY)
  • In this DIY project, students will create a boss battle where the hero and the boss have multiple lives.
  • Did students finish early? “Step 4” of the tutorial provides suggestions on how your students can improve their game.
6. Quiz (Multiple-choice)
  • Students will answer multiple-choice questions to review concepts from this lesson.

Extended Activities (10 minutes)

  • Ask students to think of an idea for a game, other than a battle scene, where they might need an Actor to have multiple lives. Next, have them discuss their ideas with a partner.
  • Here are some examples:
    • You can create a game where a fisherman Actor catches different colored fish, but loses a life every time he/she catches a red fish.
    • You can create a skateboard game where a person loses a life each time he/she falls off their board as a result of colliding with an obstacle or not landing a trick.

U.S. Standards

  • CCSS-Math: MP.1, MP.2, MP.4, 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-18
  • 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.