OVERVIEW
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Programming 101

An introduction to block programming for beginners in lower elementary grades where they build their first storytelling and animation programs.

  • GRADES 3-4
  • BEGINNER
  • WEB IPAD
  • Voiceovers
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Answer Key

Module 4: Balloon Game

Open Sample Project

Module 6: Balloon Game 2 Game

Open Sample Project

Module 8: Adding Scoring

Open Sample Project

Module 9: Pop the Candy

Module 11: Ghost Game

Open Sample Project

Module 12: Quiz

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Lesson 12: Keeping Score

Course: | iPad Web

  • Introducing Random Numbers
  • Concepts
  • Balloon Game Example
  • Balloon Game
  • Balloon Game 2 Example
  • Balloon Game 2 Game
  • Adding Scoring Example
  • Adding Scoring
  • Pop the Candy
  • Ghost Game Example
  • Ghost Game
  • Quiz

Lesson : Keeping Score
Programming 101

Time: 60+ minutes

Introduction

Tynker Blocks Introduced

Vocabulary

Objectives

Materials

Warm-Up (15 minutes)

Activities (45 minutes)

Facilitate as students complete all Keeping Score modules on their own:

1. Introducing Random Numbers (Introduction)
2. Concepts (Concepts)
3. Balloon Game Example (Example)
4. Balloon Game (DIY)
5. Balloon Game II Example (Example)
6. Balloon Game II (DIY)
7. Adding Score Example (Example)
8. Adding Score (DIY)
9. Pop the Candy (Puzzle)
10. Ghost Game Example (Example)
11. Ghost Game (DIY)
12. Quiz (Multiple-Choice)

Extended Activities (10 minutes)

U.S. Standards

  • CCSS-Math: 3.NBT.A.2, MP.1
  • CCSS-ELA: RF.3.4.A, RF.4.4.A
  • CSTA: 1B-AP-11, 1B-AP-12, 1B-AP-15
  • CS CA: 3-5.AP.13, 3-5.AP.14, 3-5.AP.17
  • ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 7.c

U.K. Standards

Key stage 2
Pupils should be taught to:
  • design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts
  • use sequence, selection, and repetition in programs; work with variables and various forms of input and output
  • 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 search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content
  • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information
  • use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact