Lesson Plan

Lesson: Breakout

Time: 30+ mins

Introduction

Students will spend the entire lesson building a Breakout game from a mostly blank document. Students should make sure they’re checking their game after each step to see if they have any errors or bugs. Each step adds a little extra functionality to the game, so it’ll be harder to debug at the end than if you debug as you go.

How to Play: There are bricks at the top of the screen, a paddle controlled by the left and right arrow keys, and a ball that bounces off anything it hits. The player needs to hit the ball with the paddle and whenever the ball hits a brick, the brick disappears. The player wins by destroying all the bricks and loses if the ball hits the bottom of the screen.

New Commands

  • None

Vocabulary

  • None

Objectives

Students will...
  • Create a Breakout game
  • Apply coding concepts to program a game

Materials

  • Computers (1 per student) with student account access to Tynker.com

Warm-Up (5 minutes)

Ask students to answer these short-response questions:
  • What was your favorite part of creating Snake? What are some obstacles and successes you encountered? What were some skills you used (e.g., took a short 1 minute break, asked a friend for help) to overcome your obstacles?

Activities (25 minutes)

This lesson only includes one module. Facilitate as students complete the Breakout module on their own:
1. Breakout (DIY)
    • In this DIY (do-it-yourself) module, students will follow step-by-step directions to create their own Breakout game.
    • Optional: Play the completed example (located above the “Instructions” section) so students know what to expect.
    • Note: Each step includes an example of what your students’ code might look like for that step.
    • If students finish early, encourage them to add comments to their code.
    • If students are struggling with their code, compare their code to the code in the “Module 1: Breakout” sample project (located in the “Answer Key” section of this lesson plan).
    • Are students feeling creative? Encourage them to customize their game! For example, students can add their own images or change the background to a brick. Hint: background.src = "props/brick.png";

Discussion Questions/Follow-Up Activities (20 minutes)

Show and Tell:
  • How did your students customize their Breakout game? Encourage students to share their projects with the rest of the class.
  • Use your projector to display their project. What coding ideas did each student try that others may also use in their own way?

US Standards

  • CCSS-ELA: SL.7.1, SL.8.1, RI.9-10.3, RI.9-10.6, L.9-10.3, L.9-10.6
  • CCSS-Math: HSN.Q.A.1, HSN.Q.A.2, HSN.Q.A.3, HSA.CED.A.1, HSA.CED.A.3, MP.1, MP.2, MP.3
  • CSTA: 2-AP-11, 2-AP-12, 2-AP-13, 2-AP-16, 2-AP-17, 2-AP-19, 3A-AP-17, 3B-AP-11, 3B-AP-12, 3B-AP-22
  • CS CA: 6-8.AP.11, 6-8.AP.12, 6-8.AP.13, 6-8.AP.16, 6-8.AP.17, 6-8.AP.19, 9-12.AP.12, 9-12.AP.14, 9-12.AP.16
  • ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b

UK Standards

National Curriculum of England (Computing)
Key Stage 3:
  • Design, use, and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
  • 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
  • Use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures (for example, lists, tables, or arrays); design and develop modular programs that use procedures or functions
  • Understand simple Boolean logic (for example, AND, OR, and NOT) and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers (for example, binary addition, and conversion between binary and decimal)
  • Understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds, and pictures) can be represented and manipulated digitally, in the form of binary digits
Key Stage 4:
  • Develop their capability, creativity, and knowledge in computer science, digital media, and information technology
  • Develop and apply their analytic, problem-solving, design, and computational thinking skills
This course is not part of your plan. Please upgrade to view all answer keys

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
The Basics
31 Slides
Lesson 2
Loops and Patterns
36 Slides
Lesson 3
Conditional Logic
39 Slides
Lesson 4
Conditional Loops
26 Slides
Lesson 5
Variables
28 Slides
Lesson 6
Expressions
33 Slides
Lesson 7
Using the Canvas
34 Slides
Lesson 8
User Interaction
25 Slides
Lesson 9
Game Design
30 Slides
Lesson 10
Snake
12 Slides
Lesson 11
Breakout
13 Slides
Lesson 12
Pong
12 Slides
Lesson 13
Final Game
15 Slides