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 9: Gem Collector
Number of Levels: 8
Time: 30+ mins

Introduction

As students continue their coding adventure, they'll use variables to count how many gems their dragon collects. Additionally, students will complete two DIY (do-it-yourself) activities: A story-telling project and a quiz game that takes user input.

New Code Blocks

  • : Ask the user a question with the specified choices.
  • : If the condition is true, then run the code inside the "if" case. Otherwise, run the code inside the "else" case.
  • : Set the dragon's gem count to the specified value.
  • : Make the dragon collect objects.
  • : Change the dragon's gem count by the specified value.

Vocabulary

  • Variables: A value (or piece of information) that is stored by a computer program
  • User input: Any information or data that the computer receives from the user.

Objectives

Students will...
  • Use variables
  • Create a quiz game
  • Apply coding concepts to solve puzzles

Materials

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

Warm-Up (5 minutes)

Tell students that in today's lesson, they'll learn how to create a quiz game that asks the player questions! Next, ask students to create 3-5 of their own math, science, or computer science trivia questions that they can use in their game.

Activities (30 minutes)

Facilitate as students complete all Gem Collector modules:
Gem Collector
  • Inform students that this lesson has 8 levels that they need to complete.
  • Level 1 is a short animation that introduces students to variables. Make sure students tap the provided code blocks.
  • In level 2, students will use the provided variables to create their own story! Encourage students to experiment with the different parameters.
  • Level 3 begins with a short tutorial that goes over the provided code blocks. Then students will move onto the coding template and use the provided code blocks to create their own quiz game! If students finish early, ask them to quiz a neighbor.
  • To solve levels 4-8, students need to use variables to program the dragon to collect and count the gems. create their own functions to move the dragon to the treasure.

Extended Activities (10 minutes)

Discussion
Ask your students…
  • Who can give an example of user input? How did you apply user input in today's coding activities? (Answers will vary)
  • Who can give a real-world example of an "if-else" statement? (Answers will vary)
  • Which DIY activity did you enjoy the most: the story-telling project or the quiz game? Why? (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-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.