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
No previous coding experience required.

Lesson Plan

Course: Dragon Spells
Lesson 10: Dragon Maker
Number of Levels: 6
Time: 30+ mins


In this final lesson, students will combine all the skills they've learned in their course to create algorithms that use conditional logic, loops, and advanced sequencing. Students will also build their own game and design dragons!

New Code Blocks

  • : Change the background to the one specified.
  • : Set the title to the one specified.
  • : Move the title to the specified location on the screen.
  • : Set the title size to small, medium, or large.
  • : Set the shape of the button to ornate, flat, or round.
  • : Move the button to the specified location on the screen.
  • : Set the size of the button to small, medium, or large.
  • : Move the dragon to the middle, left, or right of the screen.


  • None


Students will...
  • Use loops and conditional statements
  • Apply coding concepts to solve puzzles


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

Warm-Up (5 minutes)

Review code blocks with your students. For example, ask them: "What does the _____ code block do?" Here's a list you can choose from that your students will see in today's coding activities: eat, blast, walk, turn around, if-then, repeat.

Activities (30 minutes)

Facilitate as students complete all Dragon Maker modules:
Dragon Maker
  • Inform students that this lesson has 6 levels that they need to complete.
  • Level 1 is a DIY (do-it-yourself) project where students will explore the provided code blocks to create their own dragon game! Make sure students explore the different parameters and see how it affects their project.
  • To solve levels 2-3, students will need to use a "repeat" block to move the dragon to the treasure. Give a hint: Ask students…
    • If the dragon sees a bug, what does it need to do? (Answer: Eat it).
    • If there is a barrier in front of the dragon, what does it need to do? (Answer: Blast it).
  • Are students struggling with the loops in levels 4-6? Encourage students to work with a partner, group their code into small sections, and write their steps before adding code blocks. Also ask them to identify the patterns in their code.

Extended Activities (10 minutes)

Have students reflect on the course by asking them to answer the following questions…
  • What do you feel you improved on the most throughout the course?
  • Upon completing the course, do you feel like you're a better programmer? 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, 1B-AP-10, 1B-AP-11, 1B-AP-12, 1B-AP-15
  • CS CA: K-2.AP.13, 3-5.AP.10, 3-5.AP.13, 3-5.AP.14, 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.