Space Cadet

Students learn coding concepts as they solve these puzzles to help their astronaut through the space journey. Request Quote

Course Summary
  • Grades 1 - 2
  • Beginner level
  • 8 lessons
  • Tynker Blocks
    • Web iPad
Course Includes
  • 8 lessons
  • 48 activities
  • Enhanced Creativity Tools
  • Automatic Assessment
  • Tutorials and Reviews
  • Coding Puzzles
  • DIY Projects
  • Quizzes
  • Answer Keys
Prerequisites
No previous coding experience required.

Lesson Plan

Course: Space Cadet
Lesson 2: Dance Party
Number of Levels: 6
Time: 30+ mins

Introduction

Students will begin by reviewing sequencing concepts as they learn two new types of jumps: long jump and super jump. Next, students will create their own sequences of animation as they program an astronaut dance party!

New Code Blocks

  • : Make the character jump long and move three spaces forward.
  • : Make the character jump high and land two spaces forward.
  • : Make the character perform a dance animation.
  • : Make the character perform a boogie animation.
  • : Make the character perform a happy animation.
  • : Make the character perform a moonwalk animation.
  • : Make the character perform a flipping animation.
  • : Make the character perform a kicking animation.
  • : Make the character perform a rally animation.
  • : Pause the program for a specified amount of seconds.

Vocabulary

  • None

Objectives

Students will...
  • Sequence blocks of code to create algorithms
  • Use code blocks to solve puzzles
  • Give programs to more than one actor in a project
  • Create an astronaut dance party using code

Materials

  • iPads (with installed Tynker app), computers, or laptops

Warm-Up (5 minutes)

In this lesson, students are introduced to 2 new "jump" code blocks:
  • Long jump: Make the character jump long and move three spaces forward.
  • Super jump: Make the character jump high and land two spaces forward.
Make sure students understand the difference between the two "jump" code blocks. Ask them to work with a partner and think of a real-world situation when they would need to jump long over something (e.g., there's a puddle that they need to jump across). Next, ask them to think of a real-world situation when they would need to jump high over something (e.g., jump over a stool or chair).

Activities (30 minutes)

Facilitate as students complete all Dance Party modules:
Dance Party
  • Inform students that this lesson has 6 levels that they need to complete.
  • In level 1, students are introduced to the "long jump" code block, which makes their character jump long and move three spaces forward.
  • In level 2, students are introduced to the "super jump" code block, which makes their character jump high and move two spaces forward.
  • Make sure students understand the differences between the "long jump" and "super jump" code blocks. For example, which code block should your students use to jump over a tall obstacle? (Answer: The "super jump" code block.)
  • Are students struggling? Encourage them to think through their steps out loud before adding code blocks. Also ask them to count the number of spaces to figure out how many "walk" code blocks are needed.
  • In level 5, make sure students tap on the provided code blocks. Are they observing how the code blocks affect Mae and Buzz?
  • Level 6 is a DIY (do-it-yourself) project where students can use the provided code blocks to program Mae and Buzz to dance! Emphasize to students that they can attach as many or as few code blocks as they like. To program Buzz, students need to first select Buzz on the left side of the screen. Next, they can add the provided code blocks to his workspace. To program Mae, students need to first select Mae on the left side of their screen. Next, they can add code blocks to her workspace.

Extended Activities (10 minutes)

Sequencing Practice
Ask your students to work with a partner and recreate a popular dance move (i.e. The Robot) using a sequence of dance movements. Next, ask them to write down their dance movements. If students are feeling creative, ask them to create their own dance moves and give it a fun name (e.g., The Space Dance).

U.S. Standards

  • CCSS-Math: K.CC.B.5, 2.OA.B.2, MP.1
  • CCSS-ELA: RF.K.4, RF.1.4, RF.2.4, RF.1.4.A, RF.2.4.A, 1.RI.10, 2.RI.10
  • CSTA: 1A-AP-09, 1A-AP-11
  • CS CA: K-2.AP.13
  • ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b

U.K. Standards

Key Stage 1
  • Use logical reasoning to predict the behaviour of simple programs
  • Use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies
Key Stage 2
  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts.
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs.
  • Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration.
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact.