« Middle School Courses
This course is included with our Coding/STEAM Curriculum - Middle School Plan

Description

An introduction to programming for beginners in upper elementary grades. Introduce your class to programming using a fun scenario-based approach where they build two complete games. Side Scroller Survival introduces them to basics of motion and animation. In BeatBot Battle, they program a robot to make it dance. On completing this lesson plan students will be able to build simple games, animations, and a variety of simple projects.

Topics

  • Use sequencing
  • Pattern recognition
  • Loops
  • Conditional logic
  • Create scenes
  • Add sounds and music
  • Use keyboard controls
  • Learn about motion
  • Broadcasting messages
  • Adding special effects

What Students Learn

  • Create interactive scenes with actors, scenes and music
  • Design animations using loops
  • Program motion along x- and y-axes
  • Build algorithms using conditional logic
  • Understand scripts running in parallel
  • Program music using notes, tempo and instruments
  • Create different scenarios and effects in games
  • Publish projects to the Web
  • Troubleshoot and debug simple programs

Technical Requirements

* Online courses require a modern desktop computer, laptop computer, Chromebook, or Netbook with Internet access and a Chrome (29+), Firefox (30+), Safari (7+), or Edge (20+) browser. No downloads required.
* Tablet courses require an iPad (iOS 10+) with Tynker or Tynker Junior app installed and Internet access

Programming 201 Lesson Plan

Lesson: Introduction
Time: 60+ mins

Introduction

Welcome to Programming 201! In this lesson, students will program interactive projects using guided tutorials, solve puzzle modules, and create a “Power Cell” game!

New Code Blocks

  • : Start program when the play button is selected.
  • : Run code attached to this block when you press a specified key.
  • : Point the Actor at the specified degree.
  • : Move the Actor a specified number of units.
  • : Run code attached to this block when the Actor is selected. Note: This block is titled “When Actor Touched” for mobile version.
  • : Change the picture on the Stage.
  • : Keep repeating the blocks inside this loop forever.
  • : Play the specified sound file and wait until it is finished playing.
  • : Change the costume of the Actor.
  • : Play a sound effect or a short tune.
  • : Pause the program for a specific number of seconds.
  • : Move the Actor one step forward.
  • : Make the Actor jump over an obstacle, landing on the other side.
  • : Repeat blocks inside this loop a specified number of times.

Vocabulary

  • Coding: Using a computer language to tell the computer what to do
  • Sequence: The order in which steps or events happen
  • Actors: Tynker characters and objects that can talk and interact with each other
  • Command: A specific action or instruction that tells the computer to do something
  • 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

Objectives

Students will...
  • Use code blocks to create a program
  • Apply sequencing of steps
  • Use loops for repetition

Materials

  • Computers, laptops, or mobile devices (1 per student) with student account access to Tynker.com

Warm-Up (15 minutes)

  • Tell students that they are about to start Tynker’s Programming 201 course, where they will use interactive tutorials, guided lessons, and puzzles to help them learn about programming concepts and create all kinds of cool projects!
  • Get students excited by showing them Tynker project examples that were created by students just like them! Here’s a link to the student examples:
    https://www.tynker.com/explore/projects?t=games

Activities (45 minutes)

Facilitate as students complete all Introduction modules on their own:
1. Introduction (Video)
  • Students will watch a short video that introduces cool projects they can create using Tynker!
2. Tutorial Intro (Video)
  • Students will watch a short video that introduces the Programming 201 course.
3. Move Gus Example (Example)
  • This module is an example of what students will create in the next module.
  • Tell students to use their arrow keys (for web) or tilt their screens (for mobile) to move Gus around the Stage.
  • Tell students to press the red button to move on to the next module.
4. Move Gus (DIY)
  • In this DIY project, students will program Gus the astronaut to walk around the space platform!
  • Did students finish early? Encourage them to experiment with their code and make Gus move faster around the screen.
  • Optional: Demonstrate how to use the angle selection wheel, which appears when you select the number inside the “point in direction” code block
5. Alien Sounds Example (Example)
  • In this module, students will view a space-themed project, then create their own version in the next module!
  • Ask students to click (for web) or tap (for mobile) the Actors and background. What changed?
6. Alien Sounds (DIY)
  • In this DIY project, students will create a unique space-themed project with characters and sounds!
  • Activities include switching between backgrounds, adding character and sound effects, and animating a spaceship Actor.
  • Note: Here’s a link to support videos that include topics such as “Add a Scene,” “Add an Actor,” and “Play Sound”: https://www.tynker.com/support/videos
7. Puzzle Intro (Video)
  • Students will watch a short video of an Alien introducing the next part of the lesson--puzzle modules!
8. Collect the Ray Gun (Puzzle)
  • Students need to use two “walk” blocks to get the astronaut to his ray gun.
  • Give a hint: Tell students to count the spaces in front of the astronaut.
  • Check that students are correctly attaching their code blocks.
9. Avoid Obstacles (Puzzle)
  • To solve this puzzle module, students will need to use “walk” and “jump” blocks.
  • Encourage students to plan out or think out loud through Gus’s movements before adding code blocks.
  • Give a hint: Tell students to use a “jump” block to make Gus jump over the rocks.
10. Use a Loop (Puzzle)
  • This puzzle uses the "repeat" block, which tells Gus to do the same thing a specific number of times.
  • Although students can solve this puzzle using nine “walk” blocks, encourage them to experiment with their code and use the “repeat” block.
11. Quiz (Multiple Choice)
  • Students will answer 5 multiple choice questions to review concepts covered in this lesson.

Extended Activities (10 minutes)

More Patterns and Loops
1. Have students create a pattern using the words “jump” and “walk.” Optional: Model at least two examples:
    • Example I: jump, jump, walk, jump, jump, walk, jump, jump, walk
    • Example II: walk, jump, walk, jump
2. Ask students to take out a piece of paper and a pencil. Have them think of a pattern using the words “jump” and “walk.” Ask them to write it down.
3. Have students trade papers with a neighbor.
4. Tell students to identify their neighbor's pattern by circling the pattern and state how many times the pattern repeats.
5. Optional: As a class, act out the repeating loop in your students’ examples.
6. Remind students that a loop is an action that repeats something over and over.
7. As a class, discuss activities that require you to repeat or loop actions.

U.S. Standards

  • CCSS-Math: MP.1
  • CCSS-ELA: RF.5.4.A, 6-8.RST.3, 6-8.RST.4, 6-8.RST.7
  • CSTA: 1B-AP-10, 1B-AP-11, 1B-AP-12, 1B-AP-15, 2-AP-12, 2-AP-13, 2-AP-15, 2-AP-16, 2-AP-17
  • CS CA: 3-5.AP.10, 3-5.AP.12, 3-5.AP.13, 3-5.AP.14, 3-5.AP.17, 6-8.AP.12, 6-8.AP.13, 6-8.AP.16, 6-8.AP.17
  • ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b

U.K. Standards

National Curriculum of England (Computing)
Key Stage 3:
  • Design, use, and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
  • Understand several key algorithms that reflect computational thinking (for example, ones for sorting and searching); use logical reasoning to compare the utility of alternative algorithms for the same problem
  • Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures (for example, lists, tables, or arrays); design and develop modular programs that use procedures or functions
  • Understand simple Boolean logic (for example, AND, OR, and NOT) and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers (for example, binary addition, and conversion between binary and decimal)
  • Understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds, and pictures) can be represented and manipulated digitally, in the form of binary digits

Class Presentations

These student-facing slide presentations help educators seamlessly run Tynker lessons in a virtual or physical classroom setting. Each lesson has its own set of slides that introduce the big ideas, suggest unplugged activities, and include a section for each activity module. While running lesson slides, you can switch back and forth between the activity, the slides, answer keys and other lesson materials.
A sample slide presentation is available for your review. Please log in to view all the class presentations available with your plan..
Lesson 1
Introduction
27 Slides
Lesson 2
Loops and Animation
19 Slides
Lesson 3
Creating a Scene
21 Slides
Lesson 4
Jumping over Obstacles
20 Slides
Lesson 5
Storytelling
23 Slides
Lesson 6
User Interaction
19 Slides
Lesson 7
Guessing Game
22 Slides
Lesson 8
Rotation
20 Slides
Lesson 9
Alien Invaders
17 Slides
Lesson 10
Music and Animation
18 Slides
Lesson 11
Instruments and Tempo
19 Slides
Lesson 12
Broadcasting Messages
18 Slides
Lesson 13
Time Limits
17 Slides
Lesson 14
Message Driven Programming
18 Slides
Lesson 15
Pop the Balloon
18 Slides
Lesson 16
Animation with Movement
18 Slides
Lesson 17
Obstacle Course
19 Slides