Python 101

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

  • GRADES 7+
  • WEB

Answer Key

Module 3: Jungle Run

Module 4: More Dust

Module 5: Around the Corner

Module 6: Scale the Slopes

Module 7: Stairway to Safety

Module 9: Around the Bend

Module 10: Bunny Hop

Module 11: Naming Conventions

Module 12: Left-Right

Module 14: Quiz




















Lesson 1: The Basics

Course: | Web

  • Welcome
  • Course Overview
  • Jungle Run
  • More Dust
  • Around the Corner
  • Scale the Slopes
  • Stairway to Safety
  • What are Comments?
  • Around the Bend
  • Bunny Hop
  • Naming Conventions
  • Left-Right
  • Review
  • Quiz

Lesson 1 : The Basics
Python 101

Time: 40+ minutes


Commands Introduced




Warm-Up (5 minutes)

Activities (35 minutes)

Facilitate as students complete all The Basics modules on their own:

1. Welcome (Document)
2. Course Overview (Puzzle)
3. Jungle Run (Puzzle)
4. More Dust (Puzzle)
5. Around the Corner (Puzzle)
6. Scale the Slopes (Puzzle)
7. Stairway to Safety (Puzzle)
8. What are Comments? (Document)
9. Around the Bend (Puzzle)
10. Bunny Hop (Puzzle)
11. What Are Naming Conventions? (Document)
12. Left-Right (Puzzle)
13. Review (Document)
14. 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
  • CSTA: 2-AP-13, 2-AP-17, 3A-AP-17, 3A-AP-19, 3B-AP-11, 3B-AP-12
  • CS CA: 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
  • use 2 or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions
  • understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal]
  • understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits
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