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

Middle School Plan
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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
No previous coding experience required.

Programming 301 Lesson Plan

Lesson: Conditional Loops
Time: 60+ mins


In this lesson, students will learn how to specify an Actor’s costume and learn about the “forever-if” loop. Students will also create a project that uses function blocks. Coding concepts covered in this lesson include: Next Costume and Forever If.

New Code Blocks

  • : Change the Actor’s costume to the specified one.
  • : Run the code inside this block as long as the condition is true.
  • : Move the knight to the right.
  • : Move the knight to the left.
  • : Move the knight up.
  • : Move the knight down.


  • Function: A sequence of commands that can be run together as if it were a single command


Students will...
  • Use conditional loops to animate Actors
  • Use code blocks to solve a puzzle module


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

Warm-Up (15 minutes)

  • Remind students how animation is created (e.g., series of still images). Next, ask them to give examples of how they’ve animated Actors using Tynker. (e.g., Use the “next costume” code block to make a character look like it’s moving.)
  • Optional: Use your projector to display Tynker animation examples: and explain to your students that in this lesson, they’ll create animations using conditional loops!

Activities (45 minutes)

Facilitate as students complete all Conditional Loops modules on their own:
1. Concepts (Video)
  • Bert, the wizard, introduces two coding concepts:
    • Next Costume- Students will learn about the “next costume” and “switch to costume” code blocks by watching an interactive introduction. Students will also interact with different code blocks to see Codey switch into different costumes and play different animations!
    • Forever If- Students are introduced to the “forever if” code block through an interactive presentation with examples.
2. Looping 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 loops and conditionals.
  • Check that students are changing the values in the “key left arrow pressed?” conditions and the “point in direction” code blocks.
3. Knight Attack Functions (DIY)
  • In this DIY project, students will program a knight to walk around and attack using special function blocks.
  • Point out to students that the point of functions is to make it easier to do complex things without moving lots of code blocks around.
  • Remind students to press the spacebar (web) or tap the screen (mobile) to make the knight attack.
4. Zombie Survival (Puzzle)
  • To solve this puzzle module, students will need to program the knight to chase and defeat all the zombies.
  • Give a hint: Tell students to attach a “switch to costume” code block to the “attack” code block. Next, ask students what costume they should select in the “switch to costume” block. (Answer: “Attack 1”)
5. Animation Control (DIY)
  • In this DIY project, students will practice animating Actors using keyboard events (web) or tilt controls (mobile).
  • Explain to your students that experimenting with their code will allow them to better understand how the code blocks work.
6. Quiz (Multiple-choice)
  • Students will answer multiple-choice questions to review concepts from this lesson.

Extended Activities (10 minutes)

Ask your students...
  • What are some code blocks we used to animate Actors? (Answer: “next costume” and “switch to costume”)
  • What is repetition? What is another name for it? (loop)
  • How would you describe “animation” to a student who doesn’t know what it means?
  • True or false: A “forever if” loop is an example of a conditional loop. (Answer: True)
  • If we want to use a counting loop, should we use a “forever” block or a “repeat” block? (Answer: “repeat” block)
  • Who can give an example of a conditional statement? (Example: If it is raining outside, then I will wear rain boots.)

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.