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 2: Game Setup and Concept

Module 3: Game Obstacle

Module 4: Game Hero

Module 6: First Contact

Module 7: Finders Keepers

Module 9: Score Keeper

Module 11: Losing It

Module 12: Winning

Module 14: Roll Credits

Module 16: Quiz
















Lesson 9: Game Design

Course: | Web

  • What Are Game Loops?
  • Game Setup and Concept
  • Game Obstacle
  • Game Hero
  • What Is Collision Detection?
  • First Contact
  • Finders Keepers
  • How to Keep Score?
  • Score Keeper
  • What Are Win/Loss Conditions?
  • Losing It
  • Winning
  • What Are Credits?
  • Roll Credits
  • Review
  • Quiz

Lesson 9 : Game Design
JavaScript 101

Time: 40+ minutes


Commands Introduced




Warm-Up (5 minutes)

Activities (35 minutes)

Facilitate as students complete all Game Design modules on their own:

1. What Are Game Loops? (Document)
2. Game Setup and Concept (DIY)
3. Game Obstacle (DIY)
4. Game Hero (DIY)
5. What is Collision Detection? (Document)
6. First Contact (DIY)
7. Finders Keepers (DIY)
8. How to Keep Score? (Document)
9. Score Keeper (DIY)
10. What Are Win/Loss Conditions? (Document)
11. Losing It (DIY)
12. Winning (DIY)
13. What Are Credits? (Document)
14. Roll Credits (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, HSA.CED.A.1, HSA.CED.A.3, MP.1, MP.2, MP.3
  • CSTA: 2-AP-11, 2-AP-12, 2-AP-13, 2-AP-16, 2-AP-17, 2-AP-19, 3A-AP-17, 3B-AP-11, 3B-AP-12, 3B-AP-22
  • CS CA: 6-8.AP.11, 6-8.AP.12, 6-8.AP.13, 6-8.AP.16, 6-8.AP.17, 6-8.AP.19, 9-12.AP.12, 9-12.AP.14, 9-12.AP.16
  • ISTE: 1.c, 1.d, 4.d, 5.c, 5.d, 6.b

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