# 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
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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
• 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 rotate Actors and use operators to check the properties of other Actors. Coding concepts covered in this lesson include: Property of Actor and Turn.

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### Objectives

Students will...
• Use code blocks to rotate Actors and check properties of Actors
• Use code blocks to solve a puzzle module
• Create a two-player fireball tennis game

### Materials

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

### Warm-Up(15 minutes)

1. Tell students that they’re going to create a two-player volleyball game today using Tynker!
2. Ask, “What do you think makes a good 2-player game? Is it the level of difficulty? The sound effects? The characters?” Write down your students’ answers on the classroom board.

### Activities(45 minutes)

Facilitate as students complete all Actor Properties modules on their own:
1. Concepts (Video)
• Bert, the wizard, introduces two coding concepts:
• Property of Actor- Students will watch an interactive demonstration with Codey to learn how to access an Actor’s properties from a different Actor.
• Turn- Students will watch an interactive demonstration with Codey to learn how turn blocks make an Actor rotate clockwise (to the right) and counterclockwise (to the left).
2. Deflect the Fireball 1 (DIY)
• This DIY (do-it-yourself) project expands on the “Hide the Ghost” modules from the previous lesson by letting the ghost deflect fireballs back at the wizard!
• Students will need to program a fireball to turn around when it hits a ghost.
3. Deflect the Fireball 2 (DIY)
• In this DIY project, students will program a knight to deflect a fireball by attacking it with its sword.
• Did students finish early? Tell them to modify their fireball Actor’s code to speed up the fireball. Give a hint: Tell students to change the value of their “move” code block.
4. Defeat the Trolls (Puzzle)
• To solve this puzzle module, students will need to program the fireball to detect which of the knight’s costumes it is touching. Can your students deflect the fireball back at the trolls?
• Remind students that the knight’s attack costumes are 10-17.
5. Fireball Tennis (DIY)
• In this DIY project, students will create a Fireball Tennis game between a valkyrie and a knight. They will need to program the fireball to deflect off of the valkyrie’s sword and the knight’s sword.
• Did students finish early? Ask them to modify the flaming comet Actor’s code. For example, they can use the “set size to” code block to change the size and change the value of the “move” block to make it move around more quickly.
6. Quiz (Multiple-choice)
• Students will answer multiple-choice questions to review concepts from this lesson.

### Extended Activities(10 minutes)

Fireball Tennis Modified
• Ask students to work with a partner and add at least two changes to their Fireball Tennis game. For example, they can create a new scene by adding different Actors and changing the background. Or they can experiment with their code to increase the game’s level of difficulty.
• If students need inspiration, ask them to reflect on today’s warm-up activity when they discussed questions such as, “What makes a good 2-player game?”

### U.S. Standards

• CCSS-Math: MP.1, MP.2, MP.4
• 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.