# 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

In this lesson, students will learn how to program keyboard keys (web) or tilt controls (mobile) to direct Actors to point and move in specific directions. Students will also create a fun maze game while learning how to program Actors to detect when they’re touching another Actor or the edge of the screen. Coding concepts covered in this lesson include: Point in Direction, When Key Pressed, and Touching?.

### New Code Blocks

• : If the condition is true, then run the code inside the block.

### Vocabulary

• Condition: A logical expression that evaluates to true or false
• Conditional statement: A type of statement that executes different parts of the code based on whether a logical expression evaluates to true or false

### Objectives

Students will...
• Use code blocks to program Actors to move in specific directions
• Use code blocks to solve a puzzle module
• Create a maze game

### Materials

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

### Warm-Up(15 minutes)

• If you created a maze game, describe what it would be like. What does your maze design look like? Who is the character? Is there treasure at the end of the maze? Is there a time limit? List at least two code blocks you would use and describe how you would apply them to your game.

### Activities(45 minutes)

Facilitate as students complete all Motion and Tracking modules on their own:
1. Concepts (Video)
• Bert, the wizard, introduces three coding concepts:
• Point in Direction- Students will interact with “point in direction” code blocks and observe how they affect Codey.
• When Key Pressed- Students will interact with “when key pressed” code blocks and observe how they affect Codey.
• Touching?- Students will learn about the “touching?” condition by watching a short animation of the wizard interacting with Codey.
2. The Knight Moves (DIY)
• In this DIY (do-it-yourself) project, students will follow step-by-step directions to program a knight to move around using the arrow keys (web) or tilt controls (mobile).
• Check that students are programming the knight to move up, right, down, and left.
3. The Knight Attacks (DIY)
• In this DIY project, students will need to program the knight so that he is unable to walk through the castle walls.
• Optional: Ask students to think about how walls might be useful in games. For example, walls can be used as barriers, like in a maze game.
4. Castle Maze (Puzzle)
• To solve this puzzle module, students will need to program the valkyrie to navigate the castle maze. Can they reach the treasure without getting caught by ghosts?
• Give a hint: Ask students, “When the ‘up arrow’ is pressed, what should the ‘point in direction’ block be set to?” (Answer: 0 degrees)
5. Maze Level (DIY)
• In this DIY project, students will create a maze for their knight. 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.
• Optional- Remind students to check out the Tynker support videos if they get stuck: https://www.tynker.com/support/videos.
6. Quiz (Multiple-choice)
• Students will answer multiple-choice questions to review concepts from this lesson.

### Extended Activities(10 minutes)

• Who can list the four directions we programmed the Actors to move? (Answer: up, right, down, left)
• Who can describe what the “if-then” code block is doing?
• What is one thing you learned about keyboard control (web) or tilt control (mobile) interactions?
• What is something you struggled with in today’s lesson? How did you troubleshoot the problem?
• What is something you enjoyed about today’s lesson?

### U.S. Standards

• CCSS-Math: MP.1
• 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-13, 2-AP-16, 2-AP-17
• CS CA: 6-8.AP.10, 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.