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
Request Quote

Answer Key

Module 4: Building the Maze

Open Sample Project

Module 5: Adding Maze Controls

Open Sample Project

Module 6: Finishing the Maze

Open Sample Project

Module 7: Add to the Maze Game

Open Sample Project

Module 8: Maze Control

Module 10: The Race Car

Open Sample Project

Module 11: Quiz

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Lesson 15: Color Sensing

Course: | iPad Web

  • Dr. Glitch Takes Codey!
  • Concepts
  • Maze Game Example
  • Building the Maze
  • Adding Maze Controls
  • Finishing the Maze
  • Add to the Maze Game
  • Maze Control
  • The Race Car Example
  • The Race Car
  • Quiz

Lesson : Color Sensing
Programming 101

Time: 60+ minutes

Introduction

Tynker Blocks Introduced

Vocabulary

Objectives

Materials

Warm-Up (15 minutes)

Activities (45 minutes)

Facilitate as students complete all Color Sensing modules on their own:

1. Dr. Glitch Takes Codey! (Cutscene)
2. Concepts (Concepts)
3. Maze Game Example (Example)
4. Building the Maze (DIY)
5. Adding Maze Controls (DIY)
6. Finishing the Maze (DIY)
7. Add to the Maze Game (DIY)
8. Maze Control (Puzzle)
9. The Race Car Example (Example)
10. The Race Car (DIY)
10. The Race Car (DIY)

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-10, 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