Dragon Spells

Students learn coding concepts as they solve these puzzles to train their dragon to find treasure. Request Quote

Course Summary
  • Grades 3 - 5
  • Beginner level
  • 10 lessons
  • Tynker Blocks
    • Web iPad
Course Includes
  • 10 lessons
  • 67 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: Dragon Spells
Lesson 1: Dragon Eggs
Number of Levels: 8
Time: 30+ mins

Introduction

Welcome to the Dragon Spells course! Students will begin their adventure by choosing which dragon they want to play as: either Jasper, Grooper, or Harper. As students complete levels 2-8, they'll navigate their dragon to collect treasure while reinforcing sequencing! Additionally, students will learn the following commands: "on start", "walk", "jump", "blast", "eat", and "turn around".

New Code Blocks

  • : This is an event block that will run all code attached to it when students press the Play button. Note: Students must attach commands to an event block for their code to run.
  • : Make the character move one step forward.
  • : Make the character jump up to the next platform.
  • : Make the character eat objects.
  • : Make the character destroy objects with a blast.
  • : Make the character face the opposite direction.

Vocabulary

  • Code: The language that tells a device (e.g., computer, tablet, iPhone) what to do
  • Sequence: The order in which steps or events happen
  • Command: A specific action or instruction that tells a device (e.g., computer, tablet, iPhone) to do something.

Objectives

Students will...
  • Sequence code blocks to create algorithms
  • Use code blocks to solve puzzles

Materials

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

Warm-Up (5 minutes)

Remind students that a sequence is the order in which steps or events happen. Next, ask students to pair up and discuss everyday examples of a sequence. Can they list a sequence they perform in school?

Here's an example of a sequence for accessing Dragon Spells using the computer:
Log onto the school computer.
Go to Tynker.com.
Log onto your Tynker account.
Go to your dashboard and click the "Dragon Spells" course.

Optional:

If this is your students' first time using Tynker, demonstrate how to…
  • Drag and drop Tynker code blocks to the center coding panel
  • Delete code blocks (drop the Tynker code blocks to the far left to make it disappear)
  • Attach code blocks to one another

Activities (30 minutes)

Facilitate as students complete all Dragon Eggs modules:
Dragon Eggs
  • Inform students that this lesson has 8 levels that they need to complete.
  • When students choose their dragon in level 1, they'll need to tap the egg multiple times to make it hatch.
  • In level 2, students will need to move the dragon to the pile of treasure using the "walk" and "jump" code blocks. Make sure students are connecting the code blocks. If their code blocks aren't attached to the “on start” block, they will not execute.
  • Emphasize to students that the "jump" code block makes the dragon jump to a higher branch.
  • Do students need help running their code? Once students finish coding their program, ask them to press the play button:

  • In level 3, students need to use the "eat" and "blast" blocks to program the dragon to eat the bug and destroy the wood. Emphasize to students that the dragon cannot leap over standing obstacles, such as longs, using "jump". Instead, the dragon must "blast" through the obstacles.
  • Explain to students that the dragon cannot breathe fire on its own yet, so it needs to get its breath ready by eating a bug. Tell students to use an "eat" code block when their dragon stands one place in front of the bug.
  • Level 5 showcases the dragon's ability to reach new heights by using more than one "jump" block.
  • To solve level 6, students need to combine the "walk", "jump", "eat", and "blast" code blocks to move the dragon to the pile of treasure. Emphasize to students that the dragon must be standing directly in front of the obstacle when it blasts fire--otherwise, it will not work.
  • Did students add too many code blocks? Ask them to drag the block they don't want onto the trash can symbol (located on the left). Here's what it looks like:

    Once students release the code block, the block will be removed from their code.
  • Did students accidentally delete the "on start" code block? Ask them to restart the puzzle by clicking the button on the top right with the three lines:

    Next, they'll need to select the refresh button to reset their code:

Extended Activities (10 minutes)

Discussion
Ask your students…
  • What’s the difference between a command and a sequence? (Answers will vary)
  • How did you apply sequences in today’s coding activities? (Answers will vary)
  • Who can tell the class how to restart the puzzle? (Answer: Click the button with the three lines that’s located on the top right of the screen. Next, select the refresh button.)

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, 1B-AP-11, 1B-AP-15
  • CS CA: K-2.AP.13, 3-5.AP.10, 3-5.AP.13, 3-5.AP.17
  • 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.