# Dragon Spells 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

### Dragon Spells

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

##### Course Summary
• Beginner level
• 10 lessons
• Tynker Blocks
##### Course Includes
• 10 lessons
• 67 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 are introduced to loops. A loop is a set of code that gets repeated a certain number of times or until a certain condition is met. Loops allow programmers to use reduce the amount of code that they have to write. To complete the puzzles, students will need to look for a repeating pattern that can be used to reach the pile of treasure. That repeating pattern will be what they place inside the loop code block.

### New Code Blocks

• : Repeat the code inside this loop a specified number of times.

### 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
• 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)

Inform students that a "repeat" loop repeats code inside the loop for a specified number of times. Model an example of a "repeat" loop: For example, walk forward three times. Next, ask students:
• What was the repeated action (Answer: walking forward)
• How many times was the action repeated (Answer: 3 times)

Pair up students and ask them to create their own example of a "repeat" loop. Optional: Encourage students to model their example to their classmates. Can the other teams identify the repeated action and how many times it repeats?

### Activities(30 minutes)

Facilitate as students complete all Deja Vu modules:
Deja Vu
• 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: 5). Next, ask them to use a "repeat" code block. Emphasize to students that the value of the "repeat" block is set to 5 because the dragon has to walk 5 times to reach the treasure. Make sure students place the code block inside the repeat.
• Point out to students that in level 2, the value of the “repeat” block is set to the incorrect value of "5." Tell students to count the spaces and change the “repeat” block to the correct value of "3." Make sure students understand how to change the parameter of the "repeat" block: Tap the value (e.g., 5). Next, select a different value (e.g., 7).
• When students get to level 3, remind them that they need to use an “eat” block when their dragon stands one place in front of the bug. Also point out that they need to add a “walk” and “blast” code block inside the “repeat” loop. Students will need to add code before and after this loop. Any code outside the repeat block won’t be repeated.
• Students can solve level 4 by placing 1 "jump" and 1 "turn around" block inside the loop.
• Are students struggling with puzzles 5-6? Ask them to write down the steps the character needs to perform, and identify the pattern before using any code blocks.

### Extended Activities(10 minutes)

Discussion
• True or false: What are some benefits of using a "repeat" loop in your code? (Example: Reduces the amount of code you have to write)
• What are some strategies you use to identify "repeat" loops? (Answers will vary)
• How would you describe "loops" to someone who hasn't used them before? (Answers will vary)

### 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.