Lesson Plan

Lesson: Advanced Movement
Time: 40+ mins


Now it's time to add some advanced movement! In this lesson, students will learn how to make the drone move in two directions at once (e.g., up and forward) or move while simultaneously rotating. Once students complete the concepts module, they'll move onto the DIY project to create a project where their drone will slowly move downwards, then quickly move upwards when the screen is pressed. Next, they'll need to apply what they learned to solve 3 puzzle modules where they need to program a virtual drone to outline fun shapes. The last module is a multiple-choice quiz that reviews concepts from this lesson. You can find quiz/puzzle solutions in the "Answer Key" section of this teacher guide. Important: This lesson has 1 DIY project that requires at least one Parrot drone.

New Code Blocks

  • : Continuously move the drone in an upward direction.
  • : Continuously move the drone in a downward direction.
  • : Continuously rotate the drone in a counter-clockwise direction.
  • : Continuously rotate the drone in a clockwise direction.


  • No new vocabulary terms are introduced in this lesson.


Students will...
  • Apply coding concepts to create a Flappy Drone project
  • Use code blocks to solve puzzles
  • Combine different movement and rotation blocks


  • Parrot drone (minimum 1 per class)
  • For web: Computers, laptops, or Chromebooks (1 per student)
  • For mobile: iPads or Android tablets (1 per student)

Warm-Up (5 minutes)

  • Inform students that they'll need to apply their knowledge of angles to rotate the drone in today's puzzle modules. Prepare students for today's lesson by asking students to stand up and face forward. Next, ask them to rotate 45 degrees. Are they all facing the same direction? Which direction should they face when they turn 90 degrees? What happens when they turn 180 degrees to their right, then 180 degrees to their left?

Activities (40+ minutes)

Facilitate as students complete the Advanced Movement modules on their own:
1. Concepts (Concept)
  • A friendly scientist introduces 4 new code blocks: "start moving up", "start moving down", "start rotating left", and "start rotating right". These blocks allow students to move their drone in 2 different directions at the same time (e.g., right and up).
  • When using the "start moving up" and "start moving down" code blocks, the drone will stop moving up or down as soon as one of the following events occurs:
    • The drone touches the ceiling
    • The drone touches the floor
    • The drone reaches the set maximum altitude
    • The drone completes a "down/up/left/right for [] seconds" block
    • Students use a "land" block to make the drone land
  • Make sure students click the provided code blocks. How do the blocks affect the virtual drone's behavior?
2. Flappy Drone (DIY)
  • In this DIY (do-it-yourself) project, students will learn how to program the drone to fly similar to the bird in Flappy Bird: slowly move downwards, then quickly move upwards when the screen is pressed.
  • Coding activities include programming the drone to take off, making the drone slowly descend downwards, creating/calling a "flap" function, programming the drone to "flap" once the drone Actor is clicked, and instructing the drone to land.
  • Students will need to create a function called "flap". In the function definition, students will need to program the drone to move up and forward for 0.5 seconds, then start moving down again.
  • Do students want to customize the speed at which the drone descends downwards? Give a hint: Ask them to change the value of the "set speed to" code block.
  • Inform students that they can trigger a "flap" by touching (for mobile)/clicking (for web) anywhere on the screen that isn't the drone.
  • Are students ready to land the drone? Instruct them to tap the drone Actor.
  • Optional: Pair up students and ask them to brainstorm ideas on how they could modify the project. Next, ask them to test it out!
3. Orbit (Puzzle)
  • To solve this puzzle, students need to use a "start rotating left" code block to make the drone trace a circle and collect power rings.
  • Inform students that the "start rotating left" block will make the drone turn left at 180 degrees per second when the drone is set at 100% speed.
  • Are students struggling? Give a hint: Ask them…
    • Which code block makes the drone rotate counter-clockwise? (Answer: The "start rotating left" block)
    • How can we make the drone move in a curved path? (Answer: Use a "forward for [] seconds" code block)
  • Make sure students guess and check how many seconds the drone needs to move forward.
4. Model S (Puzzle)
  • In this puzzle, students need to make the drone trace the letter "S".
  • See if students can identify where the drone needs to switch the direction it's rotating. Students might think the drone needs to change direction at each yellow power ring, but the drone can rotate left until it reaches the center of the "S" (the third power ring). Then it can start rotating right.
  • Are students struggling? Give a hint: Ask them…
    • Once the drone takes off, should it rotate left or right? (Answer: The drone needs to rotate left)
    • How many seconds should the drone rotate left? (Answer: 3 seconds)
    • Once the drone reaches the center of the "S" (the third power ring), does it need to rotate left or right? (Answer: The drone needs to rotate right)
  • How many seconds should the drone rotate right? (Answer: 3 seconds)
5. Heart (Puzzle)
  • To solve this puzzle, students need to program the drone to trace the outline of a heart shape.
  • Remind students that the drone will stop turing as soon as it reaches the end of the current "up/down/forward/backward" block. Explain to students that if they have a "start rotating right" block followed by 2 "forward" blocks, the drone will stop rotating as soon as it reaches the second "forward" block.
  • Make sure students program the virtual drone to initially turn left by 45 degrees before it starts rotating and moving forward.
  • Are students struggling? Give a hint: Ask them…
    • Once the drone takes off, how many degrees should it turn left? (Answer: 45 degrees)
    • Does the drone need to rotate right or left? (Answer: The drone needs to start rotating right)
    • What code block should we use to make the drone move forward? (Answer: "move forward for [] seconds")
6. Quiz (Multiple Choice)
  • Students will be asked multiple-choice quiz questions to review concepts from this lesson.

Extended Activities

Review today’s coding adventure by leading a discussion. Ask students:
  • If you get stuck on a puzzle module, what problem solving strategy do you use? (e.g., ask a friend for help, compare code with a neighbor, break down your code into smaller chunks)
  • Who can give an example of an advanced motion?
  • What are some of the different code blocks you can use to create an advanced motion using the drone?
  • What are some different ways you customized the Flappy Drone project?


U.S. Standards
  • CCSS-ELA: SL.5.1, 6-8.RST.3, 6-8.RST.4, 6-8.RST.7, RI.7.4, RI.8.4
  • CCSS-Math: MP.1
  • CSTA: 1B-CS-02, 1B-CS-03, 1B-AP-11, 1B-AP-12, 1B-AP-15, 2-CS-02, 2-CS-03, 2-AP-10, 2-AP-11, 2-AP-13, 2-AP-14, 2-AP-15, 2-AP-16
  • CS CA: 3-5.AP.10, 3-5.AP.13, 3-5.AP.14, 3-5.AP.17, 3-5.CS.2, 3-5.CS.3, 6-8.CS.2, 6-8.AP.13, 6-8.AP.16, 6-8.CS.2, 6-8.CS.3
  • ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b

U.K. Standards
National Curriculum in England (computing):
Key Stage 2 (Years 4-6)
  • Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs
  • Understand computer networks, including the internet; how they can provide multiple services, such as the World Wide Web, and the opportunities they offer for communication and collaboration
  • Use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact
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Class Presentations

These student-facing slide presentations help educators seamlessly run Tynker lessons in a virtual or physical classroom setting. Each lesson has its own set of slides that introduce the big ideas, suggest unplugged activities, and include a section for each activity module. While running lesson slides, you can switch back and forth between the activity, the slides, answer keys and other lesson materials.
A sample slide presentation is available for your review. Please log in to view all the class presentations available with your plan..
Lesson 1
Flight Training
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Lesson 2
0 Slides
Lesson 3
Pilot's Wings
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Lesson 4
0 Slides
Lesson 5
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Lesson 6
Remote Control
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Lesson 7
Fly by Feel
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Lesson 8
Advanced Movement
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Lesson 9
Virtual Pilot
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Lesson 10
Virtual Pilot 2
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Lesson 11
Grabber and Cannon
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