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 3: Stay the Course
Number of Levels: 5
Time: 30+ mins

Introduction

The puzzles in this lesson have multiple correct answers. As students continue their coding adventure, they'll explore different ways to solve a problem! Additionally, students will need to use the "turn around" code block to collect items located on the left and right of their character. How many different creative solutions can your students come up with?

New Code Blocks

  • : Make the character face the opposite direction.

Vocabulary

  • None

Objectives

Students will...
  • Apply sequencing to solve puzzles
  • Solve puzzles using more than one solution

Materials

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

Warm-Up (5 minutes)

Explain to students that today's coding activities involve finding multiple solutions. Ask students to work with a partner and discuss a real-world situation when they had a problem/task they needed to solve (e.g., fix a toy). Can they think of more than one solution to resolving the problem or completing the task?

Activities (30 minutes)

Facilitate as students complete all Stay the Course modules:
Stay the Course
  • Inform students that this lesson has 5 levels that they need to complete.
  • In level 1, students are introduced to the "turn around" code block, which makes their character face the opposite direction (either right or left).
  • Point out to students that they need to use the "turn around" code block to program their character to pick up items such as tablets, power cells, and ray devices.
  • In levels 2-3, students will need to use the "jump" code block to jump over obstacles.
  • Encourage students to think out loud through the steps their character needs to complete before they add code blocks.
  • Did students finish early? Ask them to…
    • Compare solutions with a neighbor.
    • Explore different solutions. For example, if students programed their character to pick up the item on the left before picking up the item on the right, ask them to create a program that picks up the item on the right first. You can also encourage students to use the different "jump" code blocks instead of a "walk" code block. Give a hint: Tell students that an obstacle does not have to be present in order to use the "jump" code blocks.

Extended Activities (10 minutes)

Discussion
Ask your students…
  • What is something you learned during today's coding activities?
  • What does the "turn around" code block do? (Answer: Makes the character face the opposite direction)
  • Do you enjoy solving puzzles that have multiple solutions? Why or why not?

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.