# Programming 301 Programming 300 Programming 201 Programming 202 Programming 301 Programming 302 JavaScript 101 Python 101 Web Development 101 Python 201 Drones 101 Augmented Reality micro:bit 101 MicroPython 101 Life Science Physical Science Earth Science Math Social Studies English

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

Middle School Plan
This plan is on sale! 75% OFF
\$650 per year
was \$2,600

### 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
• 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
##### Prerequisites
No previous coding experience required.

## Programming 301 Lesson Plan

### Introduction

This is the last lesson of the Programming 301 course. In this lesson, students will learn how to assign values to variables using text instead of numbers, create a character selection screen, and create their own arcade game!

• None

• None

### Objectives

Students will...
• Apply coding concepts to assign values to variables using text
• Create a character selection screen

### Materials

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

### Warm-Up(15 minutes)

• What have you found most challenging about the Programming 301 course?
• What is a project, game, or moment during the Programming 301 course that you’re proud of?
• Do you feel like you have improved as a programmer? Why or why not?

### Activities(45 minutes)

Facilitate as students complete all Finishing Touch modules on their own:
1. Concepts (Video)
• Students will watch a short video where Dan explains that students can use letters and words as variable values. Prior to this lesson, students have been assigning number values to variables.
• In this DIY (do-it-yourself) project, students will follow step-by-step directions to create a character selection screen.
• Check that your students programmed their project correctly. The dragon that they click (web) or tap (mobile) should flap its wings and be the only dragon on the Stage.
• Are students struggling? Check that they read the instructions carefully and are correctly nesting their loops.
• In this DIY module, students are provided completed code for a dragon game, but are encouraged to add more features to make it their own (e.g., add different enemies and more levels).
• Check that students are analyzing the existing code. Encourage them to make slight modifications to explore how it works.
• Optional: Read “Step 2” out loud to your students and model how to drag an Actor into the backpack that’s located on the top right of the screen.
• Tell students to save multiple Actors to their backpack--they will be useful in the next tutorial.
• In this DIY project, students will create their own arcade game! The project starts off blank, so students will need to add their own background, Actors, and code.
• Are students struggling to locate the code blocks? Tell them to select the “Blocks” tab that’s located to the right of the “Tutorial” tab.
• Are students struggling to code their game?
• Ask them to use Actors from their backpack or look at code from previous modules as a reference.
• Remind students to check out the Tynker support videos:
https://www.tynker.com/support/videos.
• Give a hint for the laser red Actor. Ask students…
• When the laser red Actor is cloned, what code block will you use to run/program the clone? (Answer: The “clone startup” block.)
5. Quiz (Multiple-choice)
• Students will answer 5 multiple-choice questions to review concepts from this lesson.

### Extended Activities(10 minutes)

Discussion
• What can learning to code teach you? (Answer: Problem-solving skills, teamwork, patience; how to create art, games, and projects, etc.)
• What do you feel is your strongest programming skill?
• What do you enjoy most about coding using Tynker?

### U.S. Standards

• CCSS-Math: 6.NS.C.6, MP.1, MP.2, MP.4, 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.