Expected Time: 40 - 60 minutes
ObjectivesStudents will be able to apply these concepts:
- Characters, sounds, and scenes from the Media Library
- Simple loops
- Create a Scene with Actors and sounds to accompany them
Tynker Videos Used
- Code block (Module 4)
- Actor (Module 4)
- Costume (Module 4)
- Stage (Module 5)
- Event (Module 5)
- Media Library (Module 5)
- Background / Scene (Module 5)
New Tynker Code Blocks and Tools
- Add Actor (Module 4)
- Add Costume (Module 4)
- Add Background (Module 5)
- Add Sound (Module 5)
- Save student work (Module 5)
- Code blocks:
Materials, Resources, and Prep
- One computer for each student to log on to tynker.com
- Prepare teacher computer screen to display to whole class, starting with the fourth module
- Have the Zuckerberg video from the middle of this page (https://code.org/educate/videos) ready to show students during the Wrap-Up
We recommend that you have each student work through Modules 1-4 on their own computers, then convene the whole class together for you to lead them in Module 5. They can then work again on their own, repeating Module 5 and continuing through Module 9.
1. "Story" module (story)
- You can read aloud the text on each page of the story or ask for a volunteer.
- To move through each screen of the story, note the “Click anywhere to continue” button in the lower right of the screen.
- The speech bubbles are not read aloud by the software. You can read them or ask for a volunteer. Encourage dramatic flair!
- Tell students they’ll be able to defeat the evil Dr. Glitch by learning how to code in TynkerWorld.
2. "Ada’s Escape" module (game)
- This is a simple game that you can play and display for the whole class or let each student play.
- Point out that they’ll soon be able to create games like this and more by learning how to code in TynkerWorld.
3. "Introduction" module (story)
- Students should play through this module on their own because Professor Ada uses their names to ask for help in defeating Dr. Glitch.
- Students earn badges to make them more powerful as they complete lessons, and you can emphasize this.
- Reinforce Ada’s message encouraging students to pay attention to the helpful tips they receive along the way from Tynker Academy.
- Professor Ada sets the stage for the next module: “Now let’s learn to start up the generators to power up our lab….”
4. "Concepts" module (concepts)
- These foundational concepts are discussed:
- Actors - Every object and character, even the Stage itself, is an Actor in TynkerWorld. Students watch a video on how to Add an Actor to the stage.
- Costumes - A costume means any picture of an Actor, not just the clothes the Actor is wearing. Students watch a video on how to Add a Costume to an Actor.
- Code Blocks - Every Actor can have his own set of code blocks, including the Stage, that create the programming for that Actor. A short video reinforces how to add or remove code blocks, although students have already been doing this.
5-6. "Building the Lab" (DIY project)
- This module guides students through the process of creating a project in Ada’s Lab.They will make the generator flicker endlessly, and they will make Codey giggle when he is clicked.
- Make sure your students try the example, read the instructions, and connect the code blocks properly. They can check their work against the “Your code should look like this” sections.
7-8. "Forever Giggling" (DIY project)
- This module will give your students an opportunity to create an alternate version of the previous project. In this version, the code for the generator and Codey has been switched. The generator should flash when clicked, and Codey will giggle every few seconds.
- Since this is the second DIY project in this course, you may still need to help some students with executing the steps. Encourage your students to follow all the instructions on a page before they move on to the next page.
9. "Click to Eat" module (puzzle)
- When students first enter this type of Puzzle module, they should click Play to see what the program they are about to create should do.
- Students are given a simple puzzle to solve, and are guided through creating a program that solves it.
- In this case, the central task is to program Codey to eat by changing his Costume (picture) each time he is clicked. Have your students program Codey, press Play, and then click Codey until the completion message appears.
10-11. "Your First Project" module (DIY project)
- Students are guided in adding a scene and an Actor and creating sounds to accompany them.
- Students will view a sample completed project that plays chimes whenever the Egyptian character is clicked, then create their own unique project.
12. Quiz, then celebrate with students as they earn their "Getting Started" badge!
Wrap Up and Extend the Learning
- Say: "Remember the 'forever' code block that we used to make the Generator in the lab flash and spark? That kind of code block that makes other code blocks repeat is called a 'loop,' and we have a short video by the creator of Facebook, Mark Zuckerberg, talking about how important looping is in computer programs." Play the Mark Zuckerberg video from the middle of this page: https://code.org/educate/videos.
- Ask students to pair up and remind each other how to save their work in Tynker, then share what they've talked about. You'll remind them about this at the beginning of their next Tynker lesson.
US Standards Addressed
- 3.RI.3, 3.RI.5, 3.RI.7, 3.RF.3, 3.RF.4, 3.L.4
- 4.RI.3, 4.RI.7, 4.RF.3, 4.RF.4, 4.L.4
CSTA Comp Sci
- L1:3.CT.1, L1:3.CT.4, 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 4/Year5
National Curriculum of England (Computing)
understand what algorithms are, how they are implemented as programs on digital devices, and that programs execute by following precise and unambiguous instructions
use logical reasoning to predict the behaviour of simple programs
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
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
Mathematics Standards, Year 4/Year5