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: Finishing Touch
Time: 60+ mins
IntroductionThis 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!
New Code Blocks
- Apply coding concepts to assign values to variables using text
- Create a character selection screen
- Create an arcade game
- Computers, laptops, or mobile devices (1 per student) with student account access to Tynker.com
Warm-Up (15 minutes)Ask students to answer these short-response questions:
- 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:
- 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.)
- Students will answer 5 multiple-choice questions to review concepts from this lesson.
Extended Activities (10 minutes)Discussion
Ask your students...
- 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?
- 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. 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.