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
Time: 60+ mins
IntroductionIn this lesson, students will learn how to program Actors to send and receive messages, create a victory message, and create their own adventure game! Coding concepts from this lesson include: When I Receive, Broadcast and Send Message To.
New Code Blocks
: Listen for a message or broadcast from other scripts before activating. : Broadcast a message to all Actors in the program.
- Use code blocks to program Actors to send and receive messages
- Create an adventure game
- Computers, laptops, or mobile devices (1 per student) with student account access to Tynker.com
Warm-Up (15 minutes)
- Tell students that today’s lesson involves creating an adventure game that includes a hero and enemies!
- Ask students to answer these short-response questions:
- What kind of character or hero would you create in an adventure game?
- What kind of villains (e.g., ghosts) or obstacles (e.g., fireballs) would the hero encounter?
- What do you enjoy most about creating games using Tynker?
Activities (45 minutes)Facilitate as students complete all Messaging modules on their own:
1. Concepts (Video)
- Bert, the wizard, introduces three coding concepts:
- When I Receive- Students will watch an animated scene that explains that an Actor can send, broadcast, or receive messages.
- Broadcast- Students will watch an example of a “broadcast” code block used on ghost Actors.
- Send Message To- Students will experiment with different code blocks and observe how they affect the ghost Actors.
- In this DIY (do-it-yourself) project, students will follow step-by-step directions to program a pink button to act as a switch to open the castle gate.
- How to play: Tell students to move the knight using arrow keys (web) or by tilting their screen. When the knight touches the pink button, the gate should open.
- Point out to students that the “wait until” code block delays the broadcast message until the button is touched by the knight.
- In this DIY project, students will use messaging to make a victory message appear on the Stage.
- Optional: If students finish early, ask them to draw on the popup Actor’s costume. They could make it look like this:
- In this DIY project, students will continue adding to an adventure game. They are provided coded Actors, but will need to customize the game.
- Check that students are analyzing each Actor’s code to see what it does.
- In this DIY project, students will apply concepts and code blocks learned in this lesson to create their own adventure game! The project starts off blank, so students will need to add their own background, Actors, and code.
- Are students struggling to code their Actors? Tell them to use the code in the previous tutorial as a reference.
- Encourage students to use their answers during today’s warm-up for inspiration, and challenge them to incorporate their ideas into their game.
- Students will answer multiple-choice questions to review concepts from this lesson.
Extended Activities (10 minutes)Show and Tell
- Encourage students to share their adventure game with the class! Have students share their coding challenges and what they learned from them. Also share other challenges you saw students dealing with and the solutions you noticed they came up with.
- 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. 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.