An introduction to programming for beginners in upper elementary grades. Introduce your class to programming using a fun scenario-based approach where they build two complete games. Side Scroller Survival introduces them to basics of motion and animation. In BeatBot Battle, they program a robot to make it dance. On completing this lesson plan students will be able to build simple games, animations, and a variety of simple projects.
- Use sequencing
- Pattern recognition
- Conditional logic
- Create scenes
- Add sounds and music
- Use keyboard controls
- Learn about motion
- Broadcasting messages
- Adding special effects
* Online courses require a modern desktop computer, laptop computer, Chromebook, or Netbook with Internet access and a Chrome (29+), Firefox (30+), Safari (7+), or Edge (20+) browser. No downloads required.
* Tablet courses require an iPad (iOS 10+) with Tynker or Tynker Junior app installed and Internet access
Programming 201 Lesson Plan
Time: 60+ mins
IntroductionWelcome to Programming 201! In this lesson, students will program interactive projects using guided tutorials, solve puzzle modules, and create a “Power Cell” game!
New Code Blocks
: Start program when the play button is selected. : Run code attached to this block when you press a specified key. : Point the Actor at the specified degree. : Move the Actor a specified number of units. : Run code attached to this block when the Actor is selected. Note: This block is titled “When Actor Touched” for mobile version. : Change the picture on the Stage. : Keep repeating the blocks inside this loop forever. : Play the specified sound file and wait until it is finished playing. : Change the costume of the Actor. : Play a sound effect or a short tune. : Pause the program for a specific number of seconds. : Move the Actor one step forward. : Make the Actor jump over an obstacle, landing on the other side. : Repeat blocks inside this loop a specified number of times.
- Coding: Using a computer language to tell the computer what to do
- Sequence: The order in which steps or events happen
- Actors: Tynker characters and objects that can talk and interact with each other
- Command: A specific action or instruction that tells the computer to do something
- Loop: An action that repeats one or more commands over and over
- Counting loop: A loop that repeats one or more commands a specific number of times
- Use code blocks to create a program
- Apply sequencing of steps
- Use loops for repetition
- Computers, laptops, or mobile devices (1 per student) with student account access to Tynker.com
Warm-Up (15 minutes)
- Tell students that they are about to start Tynker’s Programming 201 course, where they will use interactive tutorials, guided lessons, and puzzles to help them learn about programming concepts and create all kinds of cool projects!
- Get students excited by showing them Tynker project examples that were created by students just like them! Here’s a link to the student examples:
Activities (45 minutes)Facilitate as students complete all Introduction modules on their own:
1. Introduction (Video)
- Students will watch a short video that introduces cool projects they can create using Tynker!
- Students will watch a short video that introduces the Programming 201 course.
- This module is an example of what students will create in the next module.
- Tell students to use their arrow keys (for web) or tilt their screens (for mobile) to move Gus around the Stage.
- Tell students to press the red button to move on to the next module.
- In this DIY project, students will program Gus the astronaut to walk around the space platform!
- Did students finish early? Encourage them to experiment with their code and make Gus move faster around the screen.
- Optional: Demonstrate how to use the angle selection wheel, which appears when you select the number inside the “point in direction” code block
- In this module, students will view a space-themed project, then create their own version in the next module!
- Ask students to click (for web) or tap (for mobile) the Actors and background. What changed?
- In this DIY project, students will create a unique space-themed project with characters and sounds!
- Activities include switching between backgrounds, adding character and sound effects, and animating a spaceship Actor.
- Note: Here’s a link to support videos that include topics such as “Add a Scene,” “Add an Actor,” and “Play Sound”: https://www.tynker.com/support/videos
- Students will watch a short video of an Alien introducing the next part of the lesson--puzzle modules!
- Students need to use two “walk” blocks to get the astronaut to his ray gun.
- Give a hint: Tell students to count the spaces in front of the astronaut.
- Check that students are correctly attaching their code blocks.
- To solve this puzzle module, students will need to use “walk” and “jump” blocks.
- Encourage students to plan out or think out loud through Gus’s movements before adding code blocks.
- Give a hint: Tell students to use a “jump” block to make Gus jump over the rocks.
- This puzzle uses the "repeat" block, which tells Gus to do the same thing a specific number of times.
- Although students can solve this puzzle using nine “walk” blocks, encourage them to experiment with their code and use the “repeat” block.
- Students will answer 5 multiple choice questions to review concepts covered in this lesson.
Extended Activities (10 minutes)More Patterns and Loops
1. Have students create a pattern using the words “jump” and “walk.” Optional: Model at least two examples:
- Example I: jump, jump, walk, jump, jump, walk, jump, jump, walk
- Example II: walk, jump, walk, jump
3. Have students trade papers with a neighbor.
4. Tell students to identify their neighbor's pattern by circling the pattern and state how many times the pattern repeats.
5. Optional: As a class, act out the repeating loop in your students’ examples.
6. Remind students that a loop is an action that repeats something over and over.
7. As a class, discuss activities that require you to repeat or loop actions.
- CCSS-Math: MP.1
- CCSS-ELA: RF.5.4.A, 6-8.RST.3, 6-8.RST.4, 6-8.RST.7
- CSTA: 1B-AP-10, 1B-AP-11, 1B-AP-12, 1B-AP-15, 2-AP-12, 2-AP-13, 2-AP-15, 2-AP-16, 2-AP-17
- CS CA: 3-5.AP.10, 3-5.AP.12, 3-5.AP.13, 3-5.AP.14, 3-5.AP.17, 6-8.AP.12, 6-8.AP.13, 6-8.AP.16, 6-8.AP.17
- ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b
U.K. StandardsNational 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