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 8: Blast Off!
Number of Levels: 8
Time: 30+ mins

Introduction

In this final lesson, students will combine all the skills they've learned in the course to create algorithms that use conditional logic, loops, and advanced sequencing. As their final project, they'll tap into their inner artist as they move onto the DIY (do-it-yourself) module, where they can build their own programs that create fun shapes and patterns. What creative art can your students make using code?

New Code Blocks

  • : Pick up the pen to stop drawing on the Stage.
  • : Put the pen down to draw on the Stage.
  • : Set the pen's color to the specified color.
  • : Set the pen's thickness to the specified value.
  • : Remove all markings made by the pen.
  • : Rotate the character to the left (counter-clockwise) a specified degree of rotation.
  • : Rotate the character to the right (clockwise) a specified degree of rotation.
  • : Move the character forward.
  • : Move the character backward.

Vocabulary

  • None

Objectives

Students will...
  • Use conditional statements and loops to solve puzzles
  • Create shapes and patterns using code blocks

Materials

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

Warm-Up (5 minutes)

Inform students that they're going to be creating art using code. Prepare them for today's activities by instructing them to design their own creative pattern that uses 2 or more shapes. Next, ask them to start thinking about sequence of commands they'll need to use to recreate the shapes using code.

Activities (30 minutes)

Facilitate as students complete all Blast Off! modules:
Blast Off!
  • Inform students that this lesson has 8 levels that they need to complete.
  • To solve level 1, students will need to use a "repeat until" block to move their character to the power cell. Give a hint: Ask students…
    • What does the character need to do if there are double bombs in front of them? (Answer: Use a "long jump" code block to avoid the double bombs.) Otherwise, what does the character need to do? (Answer: Walk.)
    • What does the character need to do if there are aliens one space in front of them? (Answer: Jump.) Otherwise, what does the character need to do? (Answer: Check if there are double bombs.)
  • To solve level 2, students will need to use a "repeat until" block to move their character to the power cell. Give a hint: Ask students…
    • What does the character need to do if there are stacked aliens in front of them? (Answer: Use a "super jump" code block to jump over the aliens.) Otherwise, what does the character need to do? (Answer: Walk.)
    • What does the character need to do if there are aliens one space in front of them? (Answer: Jump.) Otherwise, what does the character need to do? (Answer: Check if there are stacked aliens.)
  • To solve level 3, students will need to use a "repeat until" block to move their character to the power cell. Give a hint: Ask students…
    • What does the character need to do if there are stacked aliens one space in front of them? (Answer: Perform a "super jump".) Otherwise, what does the character need to do? (Answer: Check if there are double bombs.)
    • What does the character need to do if there are double bombs in front of them? (Answer: Use a "long jump" code block to avoid the double bombs.) Otherwise, what does the character need to do? (Answer: Walk.)
  • To solve level 4, students will need to use a "repeat until" block to move their character to the power cell. Give a hint: Ask students…
    • What does the character need to do if there are aliens one space in front of them? (Answer: Jump.) Otherwise, what does the character need to do? (Answer: Check if there are double bombs.)
    • What does the character need to do if there are double bombs in front of them? (Answer: Use a "long jump" code block to avoid the double bombs.) Otherwise, what does the character need to do? (Answer: Check for stacked aliens.)
    • What does the character need to do if there are stacked aliens one space in front of them? (Answer: Perform a "super jump".) Otherwise, what does the character need to do? (Answer: Walk.)
  • In level 5, students will watch a short animation of a spaceship drawing a colorful patterns. Next, students will move onto the DIY module, where they can tap the provided code blocks and see how it affects the spaceship. Encourage students to experiment with their code and create fun, colorful art!The final module is a short cutscene of their character blasting off.

Extended Activities (10 minutes)

Discussion
Reflect on the course by asking students…
  • What was your favorite lesson from this course?
  • What is something you struggled with in this course?
  • What is something from this course that you feel proud of accomplishing?
  • If someone were taking this course for the first time, what is one piece of advice you would give them?

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.