# Space Cadet Icon Coding 7-Course Pack Space Cadet Dragon Spells Programming 100 Programming 300 Barbie™ You Can Be Anything™ Programming 1A Programming 1B Programming 101 Programming 102 Programming 201 Programming 202 Programming 301 Programming 302 JavaScript 101 Python 101 Web Development 101 Python 201 Drones 101 WeDo Coding Augmented Reality micro:bit 101 MicroPython 101 Life Science Physical Science Earth Science Math Social Studies English Life Science Physical Science Earth Science Math Social Studies English

This course is part of Coding/STEAM Curriculum - K-8 Plan

K-8 Plan
\$3,800 per year

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

##### Course Summary
• Beginner level
• 8 lessons
• Tynker Blocks
##### Course Includes
• 8 lessons
• 48 activities
• Enhanced Creativity Tools
• Automatic Assessment
• Tutorials and Reviews
• Coding Puzzles
• DIY Projects
• Quizzes
##### Prerequisites
No previous coding experience required.

## Lesson Plan

### Introduction

In this lesson, students will need to identify a repeating pattern in their code, such as using the "walk" block a certain number of times or walking, then jumping. Once students identify the pattern, they can use loops to repeat these patterns and shorten their program!

Students are also introduced to conditions, which is something that can be checked to see if it is true or false. For example, the computer can check if the cadet has reached the med kit. If the cadet is at the med kit, the conditions is true. If the cadet is not at the med kit, the condition is false. A conditional statement gives certain instructions when certain conditions are true.

### New Code Blocks

• : Repeat the code inside this loop a specified number of times.
• : Make the character repeat this loop until a true or false (boolean) value determines when the block should stop repeating the code inside it. In this lesson, the character will repeat blocks inside this loop until they reach the med kit.

### Vocabulary

• Loop: An action that repeats one or more commands over and over
• Counting loop: A loop that repeats one or more commands a specific number of times
• Conditional loop: A loop that performs one or more commands as long as the specified condition is met
• Parameter: An extra, specified piece of information that's used with functions
• Pattern: Something that repeats

### Objectives

Students will...
• Apply loops and sequencing logic to solve puzzles
• Identify patterns in code sequences
• Use counting loops with numerical parameters

### Materials

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

### Warm-Up(5 minutes)

Explain to students that they'll be using two new code blocks that repeats code:
• Repeat: Repeat the code inside this loop a specified number of times.
• Repeat until: Make the character repeat this loop until a true or false (boolean) value determines when the block should stop repeating the code inside it.

Pair up students and ask them to discuss real-world examples of situations where they need to repeat commands over and over. Next, ask them to discuss a real-world situation that models the "repeat until" concept. For example:
Climb 10 steps
Climb each step until you reach the top

### Activities(30 minutes)

Facilitate as students complete all Walk. Jump. Repeat. modules:
Walk. Jump. Repeat.
• Inform students that this lesson has 6 levels that they need to complete.
• Level 1 introduces the "repeat" code block, which makes the character do the same thing a specific number of times. Give a hint: Ask students to count the number of spaces in front of their character (Answer: 9). Next, ask them to use a "repeat" code block. Emphasize to students that the value of the "repeat" block is set to 9 because their character has to walk 9 times to reach the med kit.
• Students can solve level 3 by placing the "walk" and "jump" blocks three times, but encourage them to use the "repeat" block. Ask them to write down the steps the character needs to perform, and identify the pattern before using any code blocks. Give a hint: Tell students that two code blocks go inside the "repeat" block.
• Level 5 introduces the "repeat until" block, which makes the character do all the steps inside the loop over and over until they reach the med kit.
• Explain to your students that the "repeat until" block tells their character to do everything inside the loop again and again until a condition is met. In this case, the condition is their character reaching the med kit.

### Extended Activities(10 minutes)

Discussion
• What is a pattern? (Answer: Something that repeats)
• What's the difference between the "repeat" and "repeat until" code block? (Answer: The "repeat" block repeats code for a specific amount of times, whereas the "repeat until" block repeats code until a condition is met)
• How did you apply the "repeat until" code block in today's coding activities? (Example: Made the space cadet keep walking until they reached the med kit)

### U.S. Standards

• CCSS-Math: K.CC.B.4, K.CC.B.5, 1.OA.B.3, 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-10, 1A-AP-11, 1A-AP-14
• CS CA: K-2.AP.12, K-2.AP.13, K-2.AP.16
• 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.