Middle School course

Programming 300

GRADES 6-8
BEGINNER
WEB
5 LESSONS

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Answer Key

Module 2: Multiplication Escape

Open Sample Project

Module 3: Quiz

1. What is 5 x 4 NOT equal to?

5 + 5 + 5 + 5
4 + 4 + 4 + 4 + 4
20
24

2. What is 6 x 3?

3. There are 9 mushrooms and each will create 5 spores. How many spores will there be in total?

4. What is 4 x 4?

5. What is 7 x 6?

6. Each shark has 8 fins. If there are 7 sharks, how many fins are there?

7. Two sports teams are competing against each other. Each team has 5 players. How many players are there in total?

8. There are 10 students in a class. Each student has 2 fruit rolls. How many fruit rolls are there?

Module 5: How a Bill Becomes a Law

Open Sample Project

Module 6: Quiz

1. Who can have an idea for a law?

Member of the Congress
A citizen
Either a member of the congress or a citizen

2. ____ must support the idea for it to become a bill.

Representatives
The president
The vice president

3. True or False: A bill is introduced to Congress and sent to a committee.

True
False

4. If a bill is approved by the majority of its assigned committee, ____.

The bill goes to the president
The bill goes to the House and Senate
The bill becomes a law

5. If a bill is approved by a majority in both the House of Representatives and the Senate, ____.

The bill goes to the president
The bill goes to the House and Senate
The bill becomes a law

6. If a bill is approved by the president, ____.

The bill goes to the vice president
The bill goes to the House and Senate
The bill becomes a law

7. If a bill is not approved by the president, it is called a ____.

Redo
Veto
Fail

8. True or False: If a bill is not approved by the president, Congress can overrule that decision with a two-thirds majority in both houses.

True
False

U.S. Standards

CCSS-ELA: RI.6.4, RI.6.1, SL.7.1, SL.8.1
CCSS-Math: MP.1
CSTA: 2-AP-12, 2-AP-13, 2-AP-15, 2-AP-16, 2-AP-17
CS CA: 6-8.AP.12, 6-8.AP.13, 6-8.AP.15, 6-8.AP.16, 6-8.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

Key stage 3

Pupils should be taught to:

design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
create, reuse, revise and repurpose digital artefacts for a given audience, with attention to trustworthiness, design and usability
understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns

Lesson 3: STEM

Course: | Web

Multiplication Escape Example
Multiplication Escape
Quiz
How a Bill Becomes a Law Example
How a Bill Becomes a Law
Quiz

Description

Introduce your middle school class to coding. In this course, students get started with visual block coding, then move on to solving text-based coding problems in JavaScript and Python. Each lesson is designed for a class period of 45-60 minutes. Students learn on their own as they progress through interactive tutorials and coding puzzles, following along to build their own projects. In the first three lessons, students solve simple puzzles to learn the basics, build a 2-player game using the Tynker physics engine, and apply their coding knowledge to STEM subject areas. In the final two lessons, they move on to text coding in JavaScript and Python. 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
Direction and turning

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 3 : STEM
Programming 300

Time: 45+ minutes

Introduction

Things are about to get cross-curricular! In this lesson, students will combine core subjects (i.e., math and social studies) with coding concepts. Students will work through math and social studies quiz game examples and then use code blocks to create their own version of the games they just played. Additionally, students will be asked quiz questions on multiplication and government process concepts.

Tynker Blocks Introduced

React when the specified Actor is touched.
Pause the program for a specified amount of time.

Make the Actor repeat this loop over and over.

If the condition is true, then run the code inside the "if" case. Otherwise, run the code inside the "else" case.
Stop all scripts attached to this code block.
Animate the Actor to use its built-in animation.

Make the Actor use its built-in animation for a specified amount of time.

Show a message.
Ask the user a question and stop all scripts until he/she responds.

Ask the user a question and stop all scripts until he/she selects one the of given choices.
Move the Actor a specified number of units.

Vocabulary

Multiplication: A math operation where a number is added to itself a specified number of times
Product: The answer when two or more numbers are multiplied together
Bill: A proposal that needs to be approved by the U.S. House of Representatives, the U.S. Senate, and the President before it becomes a law
Infinite loop: A loop that repeats forever and does not end until the program stops

Objectives

Students will...

Solve multiplication problems
Use code blocks to create a multiplication game
Analyze an interactive flowchart about a government process
Use code blocks to create a project that illustrates how a bill becomes a law
Create quiz questions related to math and social studies topics

Materials

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

Warm-Up (5 minutes)

Explain to your students that today's lesson is a cross-curricular learning experience that combines math, social studies, and programming.
Draw a Venn diagram on the classroom board similar to the one here:
As a class, try to include at least one idea for each section.

Activities (35 minutes)

Facilitate as students complete all STEM modules on their own:

1. Multiplication Escape Example (Sample)

Students will play the Multiplication Escape game and solve multiplication problems to move the goblin across the Stage.
Tell students to click the red stop button at the bottom right corner of the Stage to continue to the next module.

2. Multiplication Escape (DIY)

Students will follow a step-by-step tutorial to create their own version of the Multiplication Escape game they just played. They will program the logic for the questions, create their own questions, and code the goblin Actor to move when the answers are correct.
Do students want to make the game experience more challenging? Encourage students to increase the speed of the falling bolder Actors.
Do students want to include difficult math questions? Encourage students to include division, subtraction, and fraction problems to make the game more challenging.

3. Quiz (Multiple-choice)

Students will answer a 5 question math quiz involving multiplication questions.

4. How a Bill Becomes a Law Example (Sample)

In this module, students will learn how US laws are created and will also answer questions about the given information.
Tell students to click the red stop button at the bottom right corner of the Stage to continue to the next module.

5. How a Bill Becomes a Law (DIY)

Students will follow a step-by-step tutorial to create their own flowchart project about bills and laws. Students will need to research and write questions about making laws, program logic for the questions, and add more steps in the flowchart.
Encourage students to include more details by adding more Actors and dialogue to the project.
The last step of the tutorial provides a bonus activity where students are encouraged to recreate the project with a different process (e.g., how a president is elected).

6. Quiz (Multiple-choice)

Students will answer a 5 question social studies quiz about how laws are made in the U.S.

Extended Activities (5 minutes)

Discuss the following with students:

How did you use programming to learn and reinforce math and social studies concepts?
What other types of projects could you make in Tynker that are related to information learned in school? (e.g., create a project that demonstrates the life cycle of a frog)
Which activity was your favorite? Why?
What are some ways you customized your project?