This course is part of Coding/STEAM Curriculum - Middle School Plan

Middle School Plan
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$650 per year
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Programming 301

A fast-paced introduction to block programming for beginners in middle school where they create simple interactive programs with a focus on game design. Request Quote

Course Summary
  • Grades 7 - 8
  • Beginner level
  • 17 lessons
  • Tynker Blocks
    • Web
Course Includes
  • 17 lessons
  • 111 activities
  • Enhanced Creativity Tools
  • Automatic Assessment
  • Tutorials and Reviews
  • Coding Puzzles
  • DIY Projects
  • Quizzes
  • Teacher Guides
  • Answer Keys
Prerequisites
No previous coding experience required.

Programming 301 Lesson Plan

Lesson: Powerups and Effects
Time: 60+ mins

Introduction

In 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

  • None

Vocabulary

  • None

Objectives

Students will...
  • Create games and projects using variables and effects
  • Use code blocks to solve a puzzle module
  • Create games that use power-ups

Materials

  • 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.
2. Creating Power-Ups (DIY)
  • 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.
3. Invincibility Power-Up (DIY)
  • 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.
4. Survive the Waves (Puzzle)
  • 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.)
5. Power-Up (DIY)
  • 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?
6. Quiz (Multiple-choice)
  • 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.

U.S. Standards

  • 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. Standards

Key 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.