This course is part of Coding/STEAM Curriculum - Middle School Plan
- Plan includes: 19 Courses
- Grades 6-8
- 400 Student Licenses
- Automatic Grading
- Premium Training & Support
- Classroom/School Metrics
Middle School Plan
This plan is on sale! 75% OFF
$650 per year
- Grades 7 - 8
- Beginner level
- 17 lessons
- Tynker Blocks
- 17 lessons
- 111 activities
- Enhanced Creativity Tools
- Automatic Assessment
- Tutorials and Reviews
- Coding Puzzles
- DIY Projects
- Teacher Guides
- Answer Keys
No previous coding experience required.
Programming 301 Lesson Plan
Lesson: Powerups and Effects
Time: 60+ mins
IntroductionIn this lesson, students will learn how to create power-ups using variables and effects. Coding concepts from this lesson include: True/False Variables, Variable Timer, and Effects.
New Code Blocks
- Create games and projects using variables and effects
- Use code blocks to solve a puzzle module
- Create games that use power-ups
- Computers, laptops, or mobile devices (1 per student) with student account access to Tynker.com
Warm-Up (15 minutes)
- Tell students that they’re going to create power-ups today using Tynker. Ask students…
- Who can describe what “power-ups” are? (Example: Power-ups give the character of a game a special ability for a short amount of time.)
- Who can give an example of a power-up they’ve seen in a game? (Example: Common power-ups include increased speed, invincibility, increased size)
Activities (45 minutes)Facilitate as students complete all Powerups and Effects modules on their own:
1. Concepts (Video)
- Dan, the dragon rider, introduces three coding concepts:
- True/False Variables- True/False variables are called “booleans” because they can only be set to True and False.
- Variable Timer- Students will watch an animated example of the “invincibility” variable and observe how it affects Codey.
- Effects- Students will interact with different “effect” code blocks and observe how each block affects Codey.
- In this DIY (do-it-yourself) project, students will follow step-by-step directions to learn how to create a game power-up. After the dragon collects the gem power-up, it will be able to shoot three fireballs at once.
- Point out to students that setting the “tripleShot” variable to 1 enables the power-up.
- In this DIY project, students will learn how to create an invincibility power-up.
- Activities include programming the dragon to disappear when it is hit by a plane (unless its invincibility power-up is active), making the invincibility power-up temporary, and adding a graphic effect to show the invincibility power-up is active.
- To solve this puzzle module, students will need to program the dragon to be invincible. Students are provided a sample of what their end result should look like.
- Give a hint: Ask students...
- What needs to happen when the green gem is touched? (Answer: When the green gem is touched, invincibility should be increased by 10.)
- What do we need to do to decrease the dragon’s invincibility? (Answer: Program the “invincibility” variable to count down by one, once every second, until it reaches zero.)
- In this DIY project, students will create an underwater game with power-ups!
- Activities include adding variables to control health and power-ups, programming a score-keeping system, and adding visual effects!
- If students finish early, encourage them to find a friend to play their game. Optional: Ask students to describe what unique power-up they created for their game. Did they create an invisibility power-up? A speed-boost?
- Students will answer 5 multiple-choice questions to review concepts from this lesson.
Extended Activities (10 minutes)More Practice
- Ask students to add a power-up to a project or game from a previous lesson. Encourage students to test and debug their programs until they work as expected. If students are struggling to program a power-up, tell them to look at the “invincibility” power-up code from this lesson as a resource.
- CCSS-Math: 6.NS.C.6, MP.1, MP.7
- CCSS-ELA: RI.7.4, RI.8.4, 6-8.RST.3, 6-8.RST.4, 6-8.RST.7
- CSTA: 2-AP-10, 2-AP-11, 2-AP-13, 2-AP-16, 2-AP-17
- CS CA: 6-8.AP.10, 6-8.AP.11, 6-8.AP.13, 6-8.AP.17
- ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b
U.k. StandardsKey Stage 3 (Years 7-9)
- 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.
- Create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability.
- Understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns.