LESSONS
  1. 1
  2. 2
  3. 3
  4. 4
  5. 5
  6. 6
  7. 7
  8. 8
  9. 9
  10. 10
  11. 11
  12. 12
  13. 13

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+
  • ADVANCED
  • WEB
Request Quote

Answer Key

Module 1: Path to Safety

Module 5: Forward, Fire, Repeat

Module 6: Make a Zig-Zag

Module 7: March On

Module 8: Jump, Forward

Module 9: Forward, Jump

Module 10: Up and Down

Module 12: U-Turn

Module 14: Quiz

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

Lesson 2: Loops and Patterns

Course: | Web

  • Path to Safety
  • What are For Loops?
  • What is Indentation?
  • What are Arithmetic Operators?
  • Forward, Fire, Repeat
  • Make a Zig-Zag
  • March On
  • Jump, Forward
  • Forward, Jump
  • Up and Down
  • What are Nested Loops?
  • U-Turn
  • Review
  • Quiz

Lesson 2 : Loops and Patterns
Python 101

Time: 40+ minutes

Introduction

Commands Introduced

Vocabulary

Objectives

Materials

Warm-Up (5 minutes)

Activities (35 minutes)

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

1. Path to Safety (Puzzle)
2. What Are "For" Loops? (Document)
3. What Is Indentation? (Document)
4. What Are Arithmetic Operators? (Document)
5. Forward, Fire, Repeat (Puzzle)
6. Make a Zig-Zag (Puzzle)
7. March On (Puzzle)
8. Jump, Forward (Puzzle)
9. Forward, Jump (Puzzle)
10. Up and Down (Puzzle)
11. What Are Nested Loops? (Document)
12. U-Turn (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, 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
Basic
Advanced
Micro Python