ALEX Classroom Resource

  

Tynker Hour of Code Puzzle: Candy Quest

  Classroom Resource Information  

Title:

Tynker Hour of Code Puzzle: Candy Quest

URL:

https://aptv.pbslearningmedia.org/resource/77f553b2-1639-405b-817d-308da3e60cd2/tynker-hour-of-code-puzzle-candy-quest/

Content Source:

PBS
Type: Interactive/Game

Overview:

Students are introduced to computer programming concepts as they solve basic coding puzzles, and enhance STEM learning outcomes as they play a fun coding adventure game. Learn skills such as patterning, sequencing, loops, conditionals, critical thinking and problem solving, while leading a personalized troll through the adventure! This interactive game can be used during a lesson on constructing elements of a simple computer program in collaboration with others. Est. time: 30 min. More free coding activities @ Tynker.

Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 1
3) Construct elements of a simple computer program in collaboration with others.

Examples: Block programming, basic robotics, unplugged programming.

Insight Unpacked Content
Evidence Of Student Attainment:
Students:
  • will use paper/pencil examples to determine the correct order of a task.
  • will understand that each piece of block code represents a single step or task.
  • will drag and drop pieces of block code to perform a task.
  • will use block code to operate simple robotic devices.
Knowledge:
Students know:
  • blocks of programs associate with an action.
  • blocks of programs can be combined to create a set of actions or a task.
  • robotic devices can respond to blocks of programs.
Skills:
Students are able to:
  • determine the order of paper/pencil pieces for a tasks.
  • understand that blocks of code represent an action.
  • drag and drop blocks of programming in online activities to complete tasks.
  • use blocks of programming to control robotic/digital devices.
Understanding:
Students understand that:
  • pieces of a task can be represented in parts by words or pictures.
  • code can be put together into blocks that can be manipulated.
  • blocks of code together create a task.
  • blocks of code can be used to operate robotic/digital devices.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 2
3) Construct elements of a simple computer program using basic commands.

Examples: Digital block-based programming, basic robotics.

Insight Unpacked Content
Evidence Of Student Attainment:
Students:
  • will drag and drop blocks of code to complete a task.
  • will run a program they develop using block based coding.
Teacher Vocabulary:
  • program
  • code
Knowledge:
Students know:
  • programming blocks represent a set of codes.
  • block based programs can be used to design a task.
  • block based programs can be interpreted by machines.
Skills:
Students are able to:
  • drag and drop blocks of code.
  • drag and drop blocks of code to complete a tasks.
  • run a block based program after sequencing tasks to complete a desired process.
Understanding:
Students understand that:
  • blocks of code can be moved around and combined into an order that completes a task or process.
  • sets of block coding can be run to perform the task/process.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 3
7) Test and debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Examples: Sequencing cards for unplugged activities, online coding practice.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • test a given program in a block
  • based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
  • debug a given program in a block
  • based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
  • collaborate with others.
Teacher Vocabulary:
  • test
  • debug
  • program
  • block-based visual programming environment
  • arithmetic operators
  • conditionals
  • repetition
Knowledge:
Students know:
  • strategies for debugging a given program.
  • arithmetic operators create a single numerical solution from multiple oprations.
  • conditionals are "if, then" statements that direct the program.
Skills:
Students are able to:
  • test a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.
  • debug a given program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.
Understanding:
Students understand that:
  • a given program must be tested and debugged to run correctly.
  • block-based visual programming uses arithemetic operators, conditionals, and repetition to function.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 4
7) Create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.

Insight Unpacked Content
Evidence Of Student Attainment:
Students will:
  • create a working program in a block
  • based visual programming environment while using arithmetic operators, conditionals, and repetition in programs, in collaboration with others.
Teacher Vocabulary:
  • program
  • block-based visual programming environment
  • arithmetic operators
  • conditionals
  • repetition
Knowledge:
Students know:
  • the definitions for arithmetic operators, conditionals, and repetition as they relate to programming.
  • strategies for collaborating with peers.
Skills:
Students are able to:
  • create a working program in a block-based visual programming environment using arithmetic operators, conditionals, and repetition in programs.
  • implement strategies to collaborate with others.
Understanding:
Students understand that:
  • operators in programming make many options available, reducing the length of an alorithm, pseudocode, or program.
Tags: blockbased, code, coding, programming
License Type: Custom Permission Type
See Terms: https://www.pbslearningmedia.org/help/terms-of-use/
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Accessibility
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Author: Stephanie Carver