- Grades 3 - 5
- Beginner level
- 10 lessons
- Tynker Blocks
- Web iPad
- 10 lessons
- 67 activities
- Enhanced Creativity Tools
- Automatic Assessment
- Tutorials and Reviews
- Coding Puzzles
- DIY Projects
- Answer Keys
No previous coding experience required.
Course: Dragon Spells
Lesson 4: Twisted Trees
Number of Levels: 6
Time: 30+ mins
IntroductionIn this lesson, students are introduced to decomposition, which is the process of breaking down complex problems into smaller problems. These puzzles are more challenging than previous lessons and your students will need to apply all of the skills that they have learned so far to help the dragon reach the treasure. If your students are struggling, ask them to break down the problem and suggest they solve one small problem, such as getting to the end of one platform. Once they have a solution to all of the smaller problems, they can put it all together to complete the level.
New Code Blocks
- Apply sequencing logic
- Use loops to solve puzzles
- iPads (with installed Tynker app), computers, or laptops
Warm-Up (5 minutes)Explain to students that decomposition is the process of breaking down complex problems into smaller problems. Next, ask them to pair up and discuss a real-world example of when they've had to apply decomposition to solve a problem or complete a task. What was the problem? What problem(s) did they break down?
Activities (30 minutes)Facilitate as students complete all Twisted Trees modules:
- Inform students that this lesson has 6 levels that they need to complete.
- In level 1, the dragon needs to jump up and jump down to reach the treasure. Some students might use an incorrect number of "walk" blocks at first since the path doesn't have obvious space markings. Give a hint: Ask students to use the "jump" block to help the dragon jump onto a higher platform.
- To solve level 2, students need to use all of the provided code blocks to eat the different bugs and move the dragon to the pile of treasure. Remind students to use an “eat” block when their dragon stands one place in front of the bug. Also encourage students to think out loud--for example, turn around and eat the ice bug, turn around and blast the fire...
- Are students struggling with level 3? Give a hint: The first step is to reverse the direction of the dragon’s movement--it needs to face left to eat the fire bug.
- Level 4 showcases the dragon’s ability to jump in different directions (facing left and facing right) to reach new heights! The dragon can scale branch after branch by using the “jump” block.
- In levels 5-6, students can use the "repeat" code block to shorten their program. Remind students that once they identify the pattern, they can use loops to repeat these patterns.
Extended Activities (10 minutes)Discussion
Ask your students…
- When your coding, do you find it easier to break down your code into smaller steps or do you prefer to solve the problem all at once? (Answers will vary)
- What are the benefits of breaking down your solution into smaller problems? (Answers will vary)
- 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. StandardsKey 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
- 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.