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

Middle School Plan
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$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
  • 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
No previous coding experience required.

Programming 301 Lesson Plan

Lesson: Finishing Touch
Time: 60+ mins


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!

New Code Blocks

  • None


  • None


Students will...
  • 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

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.
2. Choose Your Dragon (DIY)
  • 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.
3. Add to the Top Down Arcade Game (DIY)
  • 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.
4. Build Your Own Top Down Arcade Game (DIY)
  • 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.)
5. Quiz (Multiple-choice)
  • Students will answer 5 multiple-choice questions to review concepts from this lesson.

Extended Activities (10 minutes)

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?

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.