Expected Time: 60 - 90 minutes
Students will be able to apply these concepts:
- Using code blocks to create a program
- Sequencing of steps
- Loops for repetition
- Conditional statements and branching logic
- Tynker Code Block (Module 1)
- Program (Module 1)
- Execute (Module 2)
- Sequence (Module 2)
- Conditional (Module 10)
New Tynker Code Blocks
Materials, Resources, and Prep
- One computer for each student that can log on to tynker.com
- Prepare teacher computer screen to display to whole class, which will be used in the Wrap-Up at the end of the lesson
- Have your classroom crayon bin, scissors bin, or paper tray nearby and stocked full, for use in Module 1
- Have the Bill Gates video from the middle of this page (https://code.org/educate/videos) ready to show students during the Wrap-Up
1. Introduction (Concepts module)
- This introduction will teach or remind your students about the basics of Tynker.
2. Move the Valkyrie (DIY project)
- In this module, your students will program a valkyrie to respond to the arrow keys by moving around. Each arrow key will move the valkyrie a few pixels in the corresponding direction. This is a basic building block that your class can use in their own original projects and games.
3. Pickups (DIY project)
- This module expands upon the previous one by adding some game elements. Your students will first program a bow to play a sound and disappear when the valkyrie touches it, as if it were picked up. Second, they will program a troll to chase the valkyrie around the screen.
- For fun, you can have your students try to pick up both items before the troll reaches the valkyrie.
4. Puzzle Intro and Cross the Desert (Puzzle module)
- In this puzzle, your students will program a plane to fly forward across the desert sky to reach a medal.
- Tell your students to think of this puzzle like any other puzzle they have come across within Tynker. The objective is to reach the medal and stop next to it.
5. Collect the Medal (Puzzle module)
- This puzzle will introduce the element of right and left turns. The turn blocks may be counterintuitive, since they rotate the plane without moving it, but your students should be easily able to solve the puzzle once they figure out this element.
6. Another Medal (Puzzle module)
- Your students will program the airplane to fly forward using a “repeat” counting loop. Since the airplane only has to fly forward, this should be simple enough for your students to solve.
8. Improve the Troll Chase Game (DIY project)
- In this module, your students will iterate upon the game from the Pickups module and make it their own. They will add their own character and background, and make it move along with the valkyrie.
- Have your students expand upon this game and make it more fun. Can they add more than one enemy troll to increase the difficulty, or add more items to pick up?
Wrap Up and Extend the Learning
- Say: "Some of the skills and code blocks you already learned to use today are really important in computer programming. Here is a two-minute video by Bill Gates, the founder of Microsoft, explaining how 'if' blocks can be used in the real world, or in making a zombie move." Play the Gates video in the middle of this page: https://code.org/educate/videos. Note he also shows a "repeat until" code block.
US Standards Addressed
- 5.RF.r, 6-8.RST.3, 6-8.RST.4, 6-8.RST.7
- L1:6.CT.1, L1:6.CPP.1, L1:6.CPP.5, L1:6.CPP.6, L1:6.CPP.8
UK Standards Addressed
UK equivalent grade/class - Year 7 +
National Curriculum of England (Computing)
Key Stage 2
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
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)