Elementary School course

Programming 100

GRADES 3-5
BEGINNER
WEB
6 LESSONS

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Answer Key

Module 4: Collect the tablet

Module 5: Avoid obstacles

Module 6: Detect the pattern

Module 9: Alien Sounds

Open Sample Project

Module 10: Quiz

1. When you press Play in your program, what is the first block that runs?

{"func":"registerFlagTrigger"}
{"func":"registerSpriteTrigger"}
{"func":"blockSoundPlay","values":[{"type":"string","value":""}]}
{"func":"blockLooksNextCostume"}

2. To change an Actor's costume when the program starts, which code would you use?

{"func":"registerFlagTrigger","next":{"func":"blockLooksNextCostume"}}
{"func":"blockLooksNextCostume"}
{"func":"registerSpriteTrigger","next":{"func":"blockLooksNextCostume"}}
{"func":"registerFlagTrigger","next":{"func":"blockSoundPlay","values":[{"type":"string","value":""}]}}

3. Which of the following code blocks would play a drum sound?

{"func":"registerFlagTrigger"}
{"func":"blockLooksNextCostume"}
{"func":"blockSoundPlay","values":[{"type":"string","value":"drum"}]}
{"func":"registerSpriteTrigger"}

4. To make an Actor play a guitar sound when clicked, which code blocks would you use?

{"func":"registerFlagTrigger","next":{"func":"blockSoundPlay","values":[{"type":"string","value":"guitar"}]}}
{"func":"registerSpriteTrigger","next":{"func":"blockSoundPlay","values":[{"type":"string","value":"guitar"}]}}
{"func":"registerSpriteTrigger","next":{"func":"blockLooksNextCostume"}}
{"func":"blockSoundPlay","values":[{"type":"string","value":"guitar"}]}

5. Which of these will make code run when an Actor is clicked?

{"func":"registerFlagTrigger"}
{"func":"registerSpriteTrigger"}
{"func":"blockLooksNextCostume"}
{"func":"blockSoundPlay","values":[{"type":"string","value":""}]}

6. How would you change an Actor's costume when it is clicked?

{"func":"registerFlagTrigger","next":{"func":"blockLooksNextCostume"}}
{"func":"registerSpriteTrigger","next":{"func":"blockLooksNextCostume"}}
{"func":"blockLooksNextCostume"}
{"func":"registerSpriteTrigger","next":{"func":"blockSoundPlay","values":[{"type":"string","value":""}]}}

7. What will the following code blocks do to an Actor?
{"func":"registerFlagTrigger","next":{"func":"blockLooksNextCostume"}}

The Actor will change costumes each time the program starts
The Actor will change costumes each time it is clicked
The Actor will play an animation
Nothing will happen to the Actor

8. What will the following code blocks do to an Actor?
{"func":"registerSpriteTrigger","next":{"func":"blockSoundPlay","values":[{"type":"string","value":"moo"}]}}

The Actor will change costumes when clicked
The Actor will make a moo sound when clicked
The Actor will make a moo sound when the program starts
Nothing will happen to the Actor

9. Which of the following statements is true?

The {"func":"blockSoundPlay","values":[{"type":"string","value":""}]} block can be used to play music.
The {"func":"blockLooksNextCostume"} block can be used to play music.
The {"func":"blockSoundPlay","values":[{"type":"string","value":""}]} block can be used to change how an Actor looks.
The {"func":"registerFlagTrigger"} block can be used to change how an Actor looks.

10. To make an Actor play a guitar sound when tapped, which code blocks would you use?

{"func":"registerFlagTrigger","next":{"func":"blockSoundPlay","values":[{"type":"string","value":"guitar"}]}}
{"func":"registerSpriteTrigger","next":{"func":"blockSoundPlay","values":[{"type":"string","value":"guitar"}]}}
{"func":"registerSpriteTrigger","next":{"func":"blockLooksNextCostume"}}
{"func":"blockSoundPlay","values":[{"type":"string","value":"guitar"}]}

11. Which of these will make code run when an Actor is tapped?

{"func":"registerFlagTrigger"}
{"func":"registerSpriteTrigger"}
{"func":"blockLooksNextCostume"}
{"func":"blockSoundPlay","values":[{"type":"string","value":""}]}

12. How would you change an Actor's costume when it is tapped?

{"func":"registerFlagTrigger","next":{"func":"blockLooksNextCostume"}}
{"func":"registerSpriteTrigger","next":{"func":"blockLooksNextCostume"}}
{"func":"blockLooksNextCostume"}
{"func":"registerSpriteTrigger","next":{"func":"blockSoundPlay","values":[{"type":"string","value":""}]}}

13. What will the following code blocks do to an Actor?
{"func":"registerFlagTrigger","next":{"func":"blockLooksNextCostume"}}

The Actor will change costumes each time the program starts
The Actor will change costumes each time it is clicked
The Actor will play an animation
Nothing will happen to the Actor

U.S. Standards

CCSS-ELA: SL.3.1, SL.3.3, RF.3.4.A, SL.4.1, SL.4.1.C, RF.4.4.A, SL.5.1, RF.5.4.A
CCSS-Math: 3.NBT.A.2, MP.1
CSTA: 1A-AP-10, 1A-AP-11, 1A-AP-12, 1A-AP-15
CS CA: 3-5.AP.10, 3-5.AP.12, 3-5.AP.13, 3-5.AP.17
ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b, 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 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 technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact

Lesson 1: Welcome to Tynker

Course: | Web

Introduction
Intro Video
Puzzles Intro
Collect the tablet
Avoid obstacles
Detect the pattern
Tutorial Intro
Move Gus
Alien Sounds
Quiz

Description

Introduce your class to visual programming. In this course, students get introduced to basic programming as they create interactive stories, design animations, and make mini-games in Tynker's game-like interface. Each lesson is designed for a class period of 45-60 minutes. During this period, students learn by themselves as they progress through interactive tutorials, solve coding puzzles, follow along to build their own projects, and take quizzes. All student work is automatically tracked and assessed, and with access to the premium offerings, you'll even be able to monitor their individual progress and mastery charts.

Topics

Sequencing
Repetition
Events
Conditional logic
Animation
Storytelling
Problem solving and debugging
Pen drawing
Drawing shapes and patterns

Technical Requirements

* 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.

Lesson Plan

Lesson Plan

Lesson Plan

Lesson Plan

Lesson Plan

Lesson Plan

Lesson 1 : Welcome to Tynker
Programming 100

Time: 45+ minutes

Introduction

Welcome! In this lesson, students are introduced to simple commands in a sequence to help Gus the astronaut reach an object. Additionally, students will create two space-themed projects. Below are code blocks you will run across in this lesson. Read through them before getting started.

Tynker Blocks Introduced

Start program when the start button is clicked.
Run code attached to this block when you press a specified key.
Run the code attached to this block when the Actor is clicked. Note: This block is titled "when actor touched" for mobile version.
Repeat blocks inside this loop a specified number of times.
Keep repeating the blocks inside this loop over and over until the program ends.

Move the Actor one step forward.
Make the Actor jump over an object.

Point the Actor at a specified degree.
Move the Actor a specified number of units.
Change the picture on the Stage.
Play a sound effect or a short tune.
Pause the program for a specific number of seconds.

Vocabulary

Code: The language that tells the computer what to do
Sequence: The order in which steps or events happen
Actor: Tynker characters and objects that can talk and interact with each other
Stage: The background of the project, where you can see a live feed from your camera and where the Actors are placed
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
Infinite Loop: A loop that repeats forever and does not end until the program stops

Objectives

Students will…

Identify and order steps to solve puzzles
Use new code blocks to create animated projects

Materials

Computers (1 per student) with student account access to Tynker.com

Warm-Up (5 minutes)

Explain to students that a sequence is the order in which things happen. Ask, "Who can tell me the steps to clean your hands with hand sanitizer?" Write your students' steps on the board. For example:
- Place one hand (palm side up) under the hand sanitizer nozzle
- With your other hand, press down once on the hand sanitizer nozzle
- Rub both hands together for about 10 seconds
Follow the steps in order. If you do not have hand sanitizer, use a different object to provide a visual for students and follow the steps.
Now complete the steps out of order. As a class, discuss the importance of completing steps in the right order.
Explain that identifying and sequencing steps is how we tell a computer what to do, so it's important to give the computer instructions in the right order.

Optional If this is your students' first time using Tynker, show them how to:

Grab a code block: Select a code block and drag it to the center coding area. Release the block to drop it.
Remove unwanted code blocks: Select a code block from the center coding area and drag it to the far left to make it disappear.
Attach code blocks: Point out to studnets that Tynker blocks are used to create code in Tynker, and they attach like jigsaw puzzle pieces. Explain that if you put a code block to the side of another code block, they will not attach.

Activities (30 minutes)

Facilitate as students complete all Welcome to Tynker modules on their own:

1. Introduction (Introduction)

This short clip introduces the course and the Tynker Workshop. Students will learn how to connect code blocks, create games/projects, and more!

2. Puzzles Intro (Introduction)

This short animation introduces the coding puzzles.

3. Collect the Tablet (Puzzle)

This coding puzzle module contains three different puzzles:
- Puzzle 1: Use the "walk" block to help Gus reach the tablet.
- Puzzle 2: Use the "walk" and "jump" blocks to help Gus reach the medkit.
- Puzzle 3: Use the "walk" and "jump" blocks to jump over aliens and help Gus reach the medkit. Using the "repeat" block is optional.
Encourage students to count the number of spaces in front of Gus to figure out how many "walk" blocks are needed.

4. Move Gus (DIY)

In this DIY (do-it-yourself) module, students will use the arrow keys on their keyboard to move Gus.
Tell students to follow the step-by-step instructions and drag blocks from the tutorial tab to the center coding area.
Tell students to continually press the arrow keys on their keyboard OR hold down the arrow keys to move Gus.
This DIY includes a bonus challenge on the last step. Encourage students to experiment with their code and make Gus move faster. Give a hint: Change the number inside the "move" block.

5. Alien Sounds (DIY)

In this DIY module, students will create a space-themed project with characters and sounds.
Remind students to follow the step-by-step instructions and drag blocks from the tutorial tab to the center coding area.
Steps 3/4 introduces students to a "forever" loop. Remind students that a forever loop repeats one or more commands over and over until the program stops.
Tell students to click the Stage, Earth Actor, and Alien Actor. What happens?

6. Quiz (Multiple-Choice)

Students will be asked 5 questions to review concepts from this lesson.

Optional Activities (10 minutes)

Sequencing Practice: Cereal and Milk Please!

Tell students to work with their partner and list steps on how to pour cereal and milk into a bowl. Explain that this activity is similar to the warm-up; they will need to be specific and identify the correct order.
Discuss your students' sequencing lists and expected outcomes.

Discussion

Ask your students:

What is code? (Answer: the language that tells a computer what to do)
What is repetition? What is another name for it? (Answer: loop)
What was the most challenging puzzle for you?
What was your favorite activity? Why?
Who can name and describe one of the code blocks you used today?
Why it important to give the computer instructions in the right order? (Example: a computer follows instructions in the order it is given--even if the order does not make sense)