JavaScript 101

An introduction to JavaScript for intermediate or advanced coders in upper middle or high school with a focus on game design.

  • GRADES 7+
  • WEB

Answer Key

Module 1: Repeating Commands

Module 5: Onwards, Forward!

Module 6: Broken Steering 1

Module 7: Broken Steering 2

Module 8: Two Loops

Module 9: Jump, Forward

Module 10: Forward, Jump

Module 11: Up and Down

Module 13: Navigating the Cs

Module 16: Quiz


















Lesson 2: Loops and Patterns

Course: | Web

  • Repeating Commands
  • What Are For Loops?
  • What Is Indentation?
  • What Are Arithmetic Operators?
  • Onwards, Forward!
  • Broken Steering 1
  • Broken Steering 2
  • Two Loops
  • Jump, Forward
  • Forward, Jump
  • Up and Down
  • What are Nested Loops?
  • Navigating the Cs
  • Pattern Maker
  • Review
  • Quiz

Lesson 2 : Loops and Patterns
JavaScript 101

Time: 40+ minutes


Commands Introduced




Warm-Up (5 minutes)

Activities (35 minutes)

Facilitate as students complete all Loops and Patterns modules on their own:

1. Repeating Commands (Puzzle)
2. What Are Loops? (Document)
3. What Is Indentation? (Document)
4. What Are Arithmetic Operators? (Document)
5. Onwards, Forward! (Puzzle)
6. Broken Steering 1 (Puzzle)
7. Broken Steering 2 (Puzzle)
8. Two Loops (Puzzle)
9. Jump, Forward (Puzzle)
10. Forward, Jump (Puzzle)
11. Up and Down (Puzzle)
12. What Are Nested Loops? (Document)
13. Navigating the "C"s (Puzzle)
14. Pattern Maker (DIY)
15. Review (Document)
16. Quiz (Multiple Choice)

Discussion Questions/Follow-Up Activities (20 minutes)

U.S. Standards

  • CCSS-ELA: SL.7.1, SL.8.1, RI.9-10.3, RI.9-10.6, L.9-10.3, L.9-10.6
  • CCSS-Math: HSN.Q.A.1, HSN.Q.A.2, HSN.Q.A.3, MP.1, MP.2
  • CSTA: 2-AP-11, 2-AP-13, 2-AP-15, 2-AP-17, 3A-AP-17, 3A-AP-19, 3B-AP-11, 3B-AP-12
  • CS CA: 6-8.AP.11, 6-8.AP.13, 6-8.AP.17, 9-12.AP.12, 9-12.AP.14, 9-12.AP.16
  • ISTE: 1.c, 1.d, 4.d, 5.c, 5.d

U.K. Standards

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
  • 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
  • undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
  • 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
Key stage 4
All pupils must have the opportunity to study aspects of information technology and computer science at sufficient depth to allow them to progress to higher levels of study or to a professional career. Pupils should be taught to:
  • develop their capability, creativity and knowledge in computer science, digital media and information technology
  • develop and apply their analytic, problem-solving, design, and computational thinking skills
  • understand how changes in technology affect safety, including new ways to protect their online privacy and identity, and how to report a range of concerns