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)
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
1-2. Introduction and Tutorial Intro (Concepts)
- This introduction will teach or remind your students about the basics of Tynker.
3-4. Move Gus (DIY)
- This module teaches students how to make an on-screen character move in response to the arrow keys being pressed or the mobile device being tilted.
- Some students may need help setting the angles to the correct degree; it may be useful to demonstrate how to use the angle selection wheel.
5-6. Alien Sounds (DIY)
- This module shows your students how to make aliens respond to being clicked or tapped by playing a sound. The “when actor clicked” block works with both taps and clicks.
7-8. Puzzle Intro and Collect the Ray Gun (Puzzle)
- This module returns to the Puzzle format after a brief introduction from an alien. If your students have completed P101 and P102, they should find this module familiar.
9. Avoid Obstacles (Puzzle)
- This puzzle requires students to plan out the movements of Mod the alien in order to help him reach his objective. They will have to use the "jump" block to move him past the rocks.
10. Use a loop (Puzzle)
- This module gives students the chance to simplify their code by combining the "repeat 9" block with a "walk" block.
- Encourage your students to use the "repeat" loop instead of repeatedly dragging "walk."
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 6 / 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
Mathematics Outcomes - Year 6
recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles