LESSON PLANS

© 2023 CodeMonkey Studios Ltd 1

LESSON PLANS

Copyright © 2023 by CodeMonkey Studios Ltd.

All rights reserved. This book or any portion thereof
may not be reproduced or used in any manner whatsoever
without the express written permission of the publisher.

2345 Yale St., 1st floor

Palo Alto, CA 94306
[email protected]
www.codemonkey.com

©
© 2023
2023 CodeMonkey
CodeMonkey Studios
Studios Ltd.
Ltd 2
LESSON PLANS:
Table of Contents
Introduction 5

Lesson 1 – Let’s Get Started 6

Lesson 2 – Turn Around 19

Lesson 3 – I Have a Plan! 32

Lesson 4 – Turtle Lake 44

Lesson 5 – In the Loop 55

Lesson 6 – Loop on 66

Lesson 7 – Variable Valley 78

Lesson 8 – Drop it! 87

© 2023 CodeMonkey Studios Ltd 3

LESSON PLANS:
Table of Contents Cont.
Lesson 9 – Walk the distanceTo 97

Lesson 10 – Change is all Around 108

Lesson 11 - A for Array 123

Lesson 12 – For Loop to the Rescue 136

Lesson 13 – Iterate Mate 148

Lesson 14 – Crocodile Rock 161

Lesson 15 – Let’s Build Something! 172

Lesson 16 – Fundamentals Stars Party! 181

Reference Card 188

Character Review 194

© 2023 CodeMonkey Studios Ltd 4

LESSON PLANS:
Introduction
Thank you for choosing to teach your students coding. With fun
challenges, cute characters and a unique user experience, Coding Adventure is a great way to
introduce your students to the basics of computer science. The following course does not
require any prior coding courses or experience and with the following 16 lesson plans, you can
jump right into teaching your students real code at any time. The following lesson plans will
cover all the challenges featured in : .

Each lesson is made up of 3 parts, the introduction, playtime, and debriefing, and is designed to
be 45 minutes long. Each section is further divided into the amount of time it takes. At the end of
this document you will find a Reference Card that will summarize each coding concept.

For information regarding setting up a class, please read A Beginner’s Guide to CodeMonkey. The
guide can be found here or in the Teacher’s Resources Menu on your homepage. Please feel free
to email us at [email protected] for any questions you may have along the way.

Good Luck!!
The CodeMonkey Team
© 2023 CodeMonkey Studios Ltd 5 TOP
LESSON PLANS:

Lesson 1 – Let’s Get Started

This lesson introduces students to the fascinating world of computers and to the CodeMonkey platform. Some of your
students may be familiar with the terms “coding” and “programming” and feel comfortable working with computers.
For others, learning to code may be an intimidating experience. As educators, our goal is to help students learn and
explore a variety of subjects, including computer science. We want to create an environment where students can
learn from their mistakes and build their foundational knowledge to create something new.
Good luck!

© 2023 CodeMonkey Studios Ltd 6 TOP

LESSON 1: Let’s Get Started

Objectives

In this lesson, students will:

• Define coding and computer programming
• Become familiar with the CodeMonkey
platform
• Complete challenges 0-5

© 2023 CodeMonkey Studios Ltd 7 TOP

LESSON 1: Let’s Get Started

Components

step x
Instructions: “step”,
step -x (stepping “turn”
backwards)
Terms: challenge, CoffeeScript
turn left/right
times

© 2023 CodeMonkey Studios Ltd 8 TOP

LESSON 1: Let’s Get Started

U.S. Standards Addressed

CSTA-K12 Computer Science Standards

• 1B-AP-12 • 2-AP-10
• 1B-AP-15 • 2-AP-14
• 2-AP-16
• 2-AP-17

© 2023 CodeMonkey Studios Ltd 9 TOP

LESSON 1: Let’s Get Started Part 1: 15 Minutes
Introduction
Discussion 2 mins.

1. How many of you have ever used a computer?

2. Have you ever created something on a computer, like a presentation, a drawing, or maybe even a game?
3. Let two or three students tell the class what they created.

Explanation 1 min.

In order for all of our favorite applications and games to work on a computer, we have to give instructions to the computer.
Computers can’t think for themselves, they do whatever we tell them to do. Giving instructions to the computer is called computer
programming or coding.

Activity 3 mins.

Play a short game with your students to illustrate instructions. Place an object somewhere visible in the classroom. Ask your students
to give you instructions to guide you from where you are standing to the object.

What instructions did the students use? Step, turn right, turn left?

© 2023 CodeMonkey Studios Ltd 10 TOP

LESSON 1: Let’s Get Started Part 1: 15 Minutes
Introduction Cont.
Discussion 2 mins.

Do computers speak the same language as people?

Computers have their own languages; they cannot understand human language as we understand it. Java, JavaScript, and Python are
just a few of the languages computers speak. Each language is different, but they all have something in common: they require a
certain way of thinking, clear instructions and structure. Basically, learning a coding language is just like learning a new language.

Video 7 mins.

Today you will start learning basic coding principles through a game called Coding Adventure. The language we will learn is
called CoffeeScript.
Show the CodeMonkey Trailer to your class.
Show your class the video of Getting Started with Coding Adventure – A Guide for Students.

© 2023 CodeMonkey Studios Ltd 11 TOP

LESSON 1: Let’s Get Started Part 2: 25 Minutes
Playtime

Log-in Information 3 mins.

Go to www.codemonkey.com.
Instruct your class on how to log in to their CodeMonkey accounts.
If your students use usernames and passwords to login, make sure they store their usernames and passwords where they can easily
access them in the future. Optional: hand out user log-in cards.
If a student forgets their password, you can reset it by visiting the classroom dashboard, locating the student’s username, and
clicking on the edit button which will appear if you hover over the username.

© 2023 CodeMonkey Studios Ltd 12 TOP

LESSON 1: Let’s Get Started Part 2: 25 Minutes
Playtime Cont.

Walk-through (1) 4 min.

Walk your students through the basic appearance of Coding Adventure:
• Click on the “play now” button on the homepage
• Watch the short introductory clip
• Read the instructions out loud
• Coding Adventure is built out of levels called challenges. This is what a challenge looks like.
• The editor on the right is where you will write your code. You can also use the buttons at the bottom of your screen for easy
access.
• On the left is the stage. This is where you will see your code come to life. Your goal is to complete every challenge by helping the
monkey catch the banana.
• The monkey on the lower left corner is called Gordo; he will give you instructions and sometimes even hints if you are stuck. At
any time, you can click on Gordo to see the instructions again.

© 2023 CodeMonkey Studios Ltd 13 TOP

LESSON 1: Let’s Get Started Part 2: 25 Minutes
Playtime Cont.
Walk-through (2) 3 mins.

• In every challenge, you will execute the code by clicking on the “run” button to see what the starting code will do.
• The code on the right says “step 15”, so when we will click on “run” the monkey will step 15 steps forward.
• Click on run.
• We completed the first challenge. After every completed challenge, you will get a star-score rating your solution. 3 stars is the
highest score and is rewarded for catching all the bananas, implementing newly-learned topics and writing short code. If you get
less than 3 stars, a hint will help you get them all. You can try to solve a challenge as many times as you want, it will not affect
your star score!
• Click on replay to see your solution again.
• Edit the solution to change it from
step 15
to
step 5
step 10
• Click “run” again to execute your solution. Show the students that this solution only got 2 stars and draw their attention to the
hint that tells them how to get the third star.
• Click replay again, fix the solution to get 3 stars and execute it again by clicking “run”.

© 2023 CodeMonkey Studios Ltd 14 TOP

LESSON 1: Let’s Get Started Part 2: 25 Minutes
Playtime Cont.
Walk-through (3) 3 mins.

• Let us move onto the next challenge, click on “next challenge”.

• Read the instructions out loud
• The code on the right says “step 10”, let us click on run and see what happens.
• The monkey did not walk far enough, and the hint told us to try “step 15”, so let us change the number 10 to 15, and click “run”
again.
• It is always a good idea to use the pre-existing code, since it helps guide us to the correct code. Before we try to change the code,
click “run” to see what happens, read the hint, and then try to solve the challenge. Since your score does not get affected by
running a wrong solution, it is always a good idea to click on “run” before you begin a challenge. After all, the code is there for a
reason, so there is no reason to delete it.
• Another good strategy for when you are stuck is to start again from the beginning, in cases like these you can reset your code by
clicking on the reset button.
• Click the replay button and then click the reset button to show your students how to reset the code to what it was in the
beginning.
• Solve again by editing the code and click “run” to execute the solution.
• Show your students how to go back to challenge 0 by clicking on the map in top right hand corner and clicking on challenge 0.
Note that unlike you as a teacher, your students will not be able to skip forward beyond challenges they have not yet solved.

© 2023 CodeMonkey Studios Ltd 15 TOP

LESSON 1: Let’s Get Started Part 2: 25 Minutes
Playtime Cont.

Playtime 10 mins.

All students should complete challenges 0-5 with at least two stars. (Students from the age of 12 and up should get three stars.) Use
your classroom dashboard to keep track of students’ achievements. If students are having trouble confusing right and left, draw their
attention to the watch on the monkey’s left wrist. Tell them that turning in the direction of the watch is left.

Review 2 mins.

Open challenge 2 and show the ruler animation. Follow the instructions to measure the distance between the monkey and the
banana, and then use that distance to fix the code. Make sure your students understand how to use the ruler.

© 2023 CodeMonkey Studios Ltd 16 TOP

LESSON 1: Let’s Get Started Part 3: 5 Minutes
Debriefing

Discussion 3 mins.

1. What instructions did you learn today?

2. What did you like most about Coding Adventure?
3. Besides instructions, what else did you learn today?
4. How do you get 3 stars in a Coding Adventure challenge? Does it matter how many times you try to solve the challenge? (No, it
does not!)
5. What do you do when you are stuck?
6. In a CodeMonkey challenge, how do you display the instructions again?
7. In a CodeMonkey challenge, how do you reset the code to what it was in the beginning?

© 2023 CodeMonkey Studios Ltd 17 TOP

LESSON 1: Let’s Get Started Part 3: 5 Minutes
Debriefing Cont.

Review 1 mins.

Open challenge 6 and solve it with your class. They will solve it by themselves in the next lesson.

Assignment 1 mins.

Due next lesson, create a map with your route to school by writing the directions as computer instructions, just like you learned
today. You can also route the way from your room to other places in your house, or even from your homeroom at school to the
playground. Be sure to use the basic instructions used in CodeMonkey.
Show an example of such a sequence of instructions on the whiteboard.

© 2023 CodeMonkey Studios Ltd 18 TOP

LESSON PLANS:

Lesson 2 – Turn Around

In this lesson, students will continue to explore the CodeMonkey platform by completing five more challenges. Prior to
class, use the classroom dashboard to make sure all of your students have completed the first five challenges with
three stars. It is important that all students are on the same level and no one is behind.

© 2023 CodeMonkey Studios Ltd 19 TOP

LESSON 2: Turn Around

Objectives

In this lesson, students will:

• Review what they learned in the previous
lesson
• Identify the different ways to use “turn”
instructions
• Complete challenges 6-10

© 2023 CodeMonkey Studios Ltd 20 TOP

LESSON 2: Turn Around

Components

Instructions:
step x “turn” using
degrees, “step” backwards)
step -x (stepping backwards
Terms:
turn program, function,
left/right
times
argument, statement, object

© 2023 CodeMonkey Studios Ltd 21 TOP

LESSON 2: Turn Around

U.S. Standards Addressed

CSTA-K12 Computer Science Standards

• 1B-AP-12 • 2-AP-10
• 1B-AP-15 • 2-AP-14
• 2-AP-16
• 2-AP-17

© 2023 CodeMonkey Studios Ltd 22 TOP

LESSON 2: Turn Around Part 1: 25 Minutes
Introduction
Review 5 mins.
Collect the homework.
Start with a brief class discussion on the previous lesson.
Ask them the following:
• What is coding?
• What instructions have we used so far? (step, turn)
• What is a programming language and which one do we use in CodeMonkey? (CoffeeScript)
Activity 5 mins.
Ask for three volunteers, giving each of them a role: one is the “Programmer,” one is the “Computer,” and the third is the
“Character.” Now ask the “Programmer” to instruct the “Computer” to lead the “Character” to an object you placed in the
classroom. Make sure the students use instructions properly (“step” with a number, “turn” left/right). As they go, write the
instructions on the board to remind the other students of what they have learned.
Repeat this activity with another group of three volunteers.
Discussion 3 mins.

Ask the students, “Why do you need both a computer and a character? Why can’t one person be both?”
If we compare programming to the human body, then the programmer is the brain that sends instructions to the different parts of
the body. The computer is responsible for making sure that the different parts of the body (“characters”) execute the instructions
exactly as instructed.
© 2023 CodeMonkey Studios Ltd 23 TOP
LESSON 2: Turn Around Part 1: 25 Minutes
Introduction Cont.
Explanation (1) 2 mins.

Introduce your students to the term statement: an element that expresses some action to be carried out. A computer program is a
set of instructions that are simple tasks provided to the computer. These instructions are called statements. The instructions the
“Programmer” gave earlier to the “Computer” are statements. Statements can be anything from a simple line of code to a complex
set of conditions and formulas.

Explanation (2) 3 mins.

This lesson is about turning and walking backwards. There are three ways to make a character turn; the first is to use “turn right/left”
like we learned in the first lesson. In this lesson, we are introducing another way to turn.
Instead of turning right/left, we can turn by degrees. If your students have basic knowledge of degrees, such as a 360 degree turn or
a 90 degree turn, then make a quick review of that knowledge. Otherwise, provide a short introduction to degrees. Optional: use a
protractor.

© 2023 CodeMonkey Studios Ltd 24 TOP

LESSON 2: Turn Around Part 1: 25 Minutes
Introduction Cont.

Explanation (3) 3 mins.

Objects are everything in the scene we can interact with, like the bush, bridge, banana, and turtle.
Each object has a set of actions it can do, like “step”, “turn”, or “turnTo” (we’ll learn about turnTo in the next lesson) for the monkey.
These actions are called functions, and the input we add to them is called an argument. For example in “turn 10”, the argument is 10.

Discussion 2 mins.

• Ask the class to give you an example for a statement and write it on the whiteboard (possible results: step 10, step 15, turn right,
turn left)
• Ask what is the function in this statement (step or turn)
• Ask what is the argument (10, 15, right or left)

© 2023 CodeMonkey Studios Ltd 25 TOP

LESSON 2: Turn Around Part 1: 25 Minutes
Introduction Cont.
Explanation (4) 2 mins.

Understanding the concept of walking backwards is pretty easy. If we want to go forward 15 steps, we type “step 15”, and if we want
to go backwards, we type “step -15”. -15 will be read by the computer in this context just like “15 steps backwards”. If your students
are older (6th grade and above), this is a good opportunity to talk about negative numbers on the number line.

© 2023 CodeMonkey Studios Ltd 26 TOP

LESSON 2: Turn Around Part 2: 15 Minutes
Playtime
Log-in 1 min.

Review log-in instructions here.

Playtime 2 mins.

All students should complete challenges 6-10 with at least two stars. (Students from the age of 12 and up should get three stars.)
Use the classroom dashboard to keep track of students’ achievements. Keep in mind that students might find turning with degrees
difficult. You may need to provide extra help in challenges 7 and 8. Use the walk-through below.

Walk-through 2 mins.

Open challenge 7 and show the animation about angles. Use the ruler to measure the distance between the monkey and banana.
Show how the ruler is also a protractor - it shows the number 45 which is the angle the monkey has to turn in order to face the
banana. Show that this is the same number in the code. Make sure your students understand how to use the ruler as a protractor.

© 2023 CodeMonkey Studios Ltd 27 TOP

LESSON 2: Turn Around Part 2: 15 Minutes
Playtime Cont.
Explanation 2 mins.

Open the challenge map and show your students the skill mode tab. Explain that in skill mode students can play through more
challenges to perfect their coding skills. These extra challenges are great practice and they only unlock after students complete
certain challenges. Hover over a locked challenge to show the unlocking tip. The first skill challenges will open for your students after
they complete challenge 6. Let students know that if they finish early, they can go to skill mode and complete unlocked challenges.

Playtime 8 min.

Students should continue working on levels 6-10. In challenges 8, yours students can use either “turn left” or “turn 90” to get three
stars. Some of your students will probably use “turn left”. Make sure to emphasize that they can also use “turn 90” for the same
result.

© 2023 CodeMonkey Studios Ltd 28 TOP

LESSON 2: Turn Around Part 2: 15 Minutes
Playtime Cont.
Practice

Encourage students who finish early to open skill mode on the map and complete unlocked challenges.
After completing challenges 6-10, all of world 1 (First Steps) skill challenges are unlocked (1-1 – 1-11).

© 2023 CodeMonkey Studios Ltd 29 TOP

LESSON 2: Turn Around Part 3: 5 Minutes
Debriefing

Review (1) 2 mins.

Check your students’ understanding of turning with degrees. Ask your class to stand up and instruct them to “turn 90”, “turn 120”,
and “turn 360”.
Repeat the explanation of turning by degrees – the code “turn” followed by a number of degrees turns the monkey by that number.
For example, turn 90 turns the monkey the same as turn left.

© 2023 CodeMonkey Studios Ltd 30 TOP

LESSON 2: Turn Around Part 3: 5 Minutes
Debriefing Cont.
Review (2) 2 mins.

Check your students’ understanding of walking backwards.

Stand with your back to the door and ask, “If I were the monkey what would be the right instruction to get me to the door?”. Emphasize
that it should be one instruction and not involve turning. Make sure their answer includes “step negative X”.
Repeat the explanation of stepping backwards. To step backwards a number of steps, add the negative sign (-) before the number. For
example: step -10. The computer reads -10 in this context just like “10 steps backwards”.

Assignment 1 min.

Due next lesson, ask your students to include degrees in the navigation instructions from their homes to the school.

© 2023 CodeMonkey Studios Ltd 31 TOP

LESSON PLANS:

Lesson 3 – I Have a Plan!

This lesson revolves around planning. Everything we do in the physical world has to be planned, even if we sometimes
do things automatically. We can cross the road without checking if it’s clear, but that may result in a very dangerous
outcome. Computers are the same; if we want to create a game or a program, we have to plan ahead and organize
our instructions in the correct order.

© 2023 CodeMonkey Studios Ltd 32 TOP

LESSON 3: I Have a Plan!

Objectives

In this lesson, students will:

• Review what they learned in the previous
lesson
• Discuss the concept of planning and its
importance in coding
• Complete challenges 11-15

© 2023 CodeMonkey Studios Ltd 33 TOP

LESSON 3: I Have a Plan!

Components

step x
Instructions: “turnTo”,
step -x (stepping backwards)
“turtle.step”
turn left/right
Terms: planning
times

© 2023 CodeMonkey Studios Ltd 34 TOP

LESSON 3: I Have a Plan!

U.S. Standards Addressed

CSTA-K12 Computer Science Standards

• 1B-AP-11 • 2-AP-10
• 1B-AP-12 • 2-AP-13
• 1B-AP-15 • 2-AP-14
• 2-AP-16
• 2-AP-17

© 2023 CodeMonkey Studios Ltd 35 TOP

LESSON 3: I Have a Plan! Part 1: 20 Minutes
Introduction
Review 5 mins.
Collect last lesson’s homework.
Recall that we have learned two ways to turn, and ask your students to say some examples of both of them. The first way is turn
right and turn left and the second way is turn 45, turn -120, etc.
Introduce the third way to turn: by using “turnTo”. When using “turnTo” the computer identifies that there is another object
present, besides our beloved monkey, and by calling its name, it knows which way to turn.

Review the first two ways to turn by asking for two volunteers and instruct each of them to explain and demonstrate one of the ways
we learned in the previous lesson:
1. Direction (e.g. turn right)
2. Degree (e.g. turn 180)
Write their answers with the examples on the board so the rest of the class remember as well.
Activity (1) 5 mins.

To check your students’ understanding of “turnTo”, play a short game in the spirit of Simon Says. Give instructions to your students
to “turnTo” a specific place or a specific student. They should only turn when you say “turnTo”, and not when you say “turn”.

© 2023 CodeMonkey Studios Ltd 36 TOP

LESSON 3: I Have a Plan! Part 1: 20 Minutes
Introduction Cont.
Activity (2) 5 mins.

In this lesson, your students will learn about planning.

Ask your students, “What do you do in the morning to get ready for school?”
Write their answers scattered on the board (not in a list).
Next, create a list out of the actions on the board, and put the tasks out of order, for example:
1. Get dressed
2. Take a shower
3. Wake up
4. Brush my teeth
5. Eat breakfast, etc.

© 2023 CodeMonkey Studios Ltd 37 TOP

LESSON 3: I Have a Plan! Part 1: 20 Minutes
Introduction Cont.

Discussion 5 mins.

Ask your students, “Is this the order of actions you will take to get ready in the morning?” When they say no, ask them why not.

The point of this activity is to show the students the importance of planning. We plan our day and the order in which we do things;
sometimes we do this without thinking and sometimes we plan every step.

Explain to your students that when we write code, we have to consider that computers read the code from TOP to BOTTOM, and we
have to think ahead about the order of instructions. When we have just one object, this is not a big problem (in our case, the monkey
is the object). But what happens when we want to control another object? How do we know who should be instructed to go first?

In this lesson’s challenges, your students will meet our trusty turtle and will have to use his help to get more bananas. In order to do
so, they will have to think ahead and plan how to write the code.

© 2023 CodeMonkey Studios Ltd 38 TOP

LESSON 3: I Have a Plan! Part 2: 20 Minutes
Playtime

Log-in 1 min.

For log-in instructions, go here.

Playtime 2 mins.

All students should complete challenges 11-15 with at least two stars. Use the teacher dashboard to keep track of students’
achievements. After 2 minutes, use the following walk-through:

© 2023 CodeMonkey Studios Ltd 39 TOP

LESSON 3: I Have a Plan! Part 2: 20 Minutes
Playtime Cont.
Walk-through 6 mins.

Open challenge #12 and show the animation. It explains how to use objects on the screen. After the animation, walk your students
through the following steps:
• Hover over the bridge, show that the word “bridge” appears on the screen
• “bridge” is the name of that object.
• Highlight the word banana in the editor
• Click on the bridge and show how the word banana is replaced by bridge
• Move the cursor by clicking on row 3 after the word turnTo
• Click the banana and show how the word banana is entered into the code
• Move the cursor to line 4 and write “step 10”
• Run the solution
• Click replay to go back to your solution

© 2023 CodeMonkey Studios Ltd 40 TOP

LESSON 3: I Have a Plan! Part 2: 20 Minutes
Playtime Cont.

Walk-through Cont. 6 mins.

• Now, delete all the code to start from scratch.

• You will demonstrate how to use even more clicking instead of typing.
• Hover over the block “step” at the bottom of the editor, show how a description shows up
• Show the descriptions that show up when hovering over every block
• By clicking step, turnTo, bridge, and banana, reach the following solution:

turnTo bridge
step 10
turnTo banana
step 10

• Be sure to only used the keyboard for typing the number and jumping to the next line.
• Be sure your students understand how to use clicking and hovering for object on the stage (banana, bridge) and for blocks at
bottom (turnTo, step).

© 2023 CodeMonkey Studios Ltd 41 TOP

LESSON 3: I Have a Plan! Part 2: 20 Minutes
Playtime Cont.
Playtime 11 mins.

Have your students continue working on challenges 11-15.

Practice
Encourage students who finish early to open skill mode on the map and complete unlocked challenges.
After completing challenges 11-15, skill challenges 2-1 – 2-5 are unlocked.

© 2023 CodeMonkey Studios Ltd 42 TOP

LESSON 3: I Have a Plan! Part 3: 5 Minutes
Debriefing
Discussion 4 mins.

Open challenge 14 and ask your students, “How did you plan what to write in your code?”
Be sure to lead them to the correct answer, explaining the correct train of thought needed when planning the code.
We should first think about which steps should be taken to achieve our goal (in this case, to get the banana) and then break the steps
into separate statements while deciding what should come first (should the turtle or monkey step first?). If we tell the monkey to
move before the turtle is in the right place, the monkey will fall in the water and monkeys do not like water.

Review 1 min.

Use this opportunity to remind your students that a program is a set of instructions, or simple tasks provided to a computer. These
instructions are called statements. Statements can be anything from a single line of code to a complex mathematical equation.

© 2023 CodeMonkey Studios Ltd 43 TOP

LESSON PLANS:

Lesson 4 – Turtle Lake

In the previous 3 lessons your students have learned how to move around using code. They have actually mastered
the foundation to programming, as they are now able to write a block of code that will carry out the instructions they
intend to give the computer. We will take the current lesson to practice and reinforce this knowledge, and to deepen
their understanding of what is actually going on.

© 2023 CodeMonkey Studios Ltd 44 TOP

LESSON 4: Turtle Lake

Objectives

In this lesson, students will:

• Practice using functions with different objects (monkey, turtle)
• Complete challenges 16-20

© 2023 CodeMonkey Studios Ltd 45 TOP

LESSON 4: Turtle Lake

Components

step x
Instructions: “turtle.turnTo”
step -x (stepping backwards)
Terms: syntax
turn left/right
times

© 2023 CodeMonkey Studios Ltd 46 TOP

LESSON 4: Turtle Lake

U.S. Standards Addressed

CSTA-K12 Computer Science Standards

• 1B-AP-11 • 2-AP-10
• 1B-AP-12 • 2-AP-13
• 1B-AP-15 • 2-AP-14
• 2-AP-16
• 2-AP-17

© 2023 CodeMonkey Studios Ltd 47 TOP

LESSON 4: Turtle Lake Part 1: 10 Minutes
Introduction
Explanation 5 mins.
Recall with your students that in Coding Adventure we are writing code in a programming language called CoffeeScript.
As they experienced in the previous lessons, the code has to be written in a particular way in order for the computer to do what we
are trying to achieve. Explain that this is because a programming language, just like any language, has its own rules on how things can
be said or written.

In programming this is called the syntax of the language. There may be more than one correct way to say or write a certain
statement in CoffeeScript, just like in English or any language. An important difference between programming languages and other
languages is the following:

In a spoken language, sometimes we can say something incorrectly and still be understood. However, in a programming
language even the slightest mistake will definitely cause our code to fail. So, we always have to pay attention to syntax and be very
accurate. Note that we can still write code correctly syntax wise, but the challenge will still fail because our code was incorrect.

For example, if we forget a dot or a space in turtle.step 10 we will get turtle step 10 or turtle.step10, and the code will not work
correctly.

© 2023 CodeMonkey Studios Ltd 48 TOP

LESSON 4: Turtle Lake Part 1: 10 Minutes
Introduction Cont.
Walk-through 5 mins.
Open challenge 15 and click “reset” to reset the code to what it was initially (blank). Use typing only, no clicking, and enter the
following code:

turtle step 10

Click “run” to execute the code. Read out loud the error message that appears. Explain that the dot is important. In this example, the
computer was able to guess what we meant, but this is not always the case.
Edit the code to the following:

turtle.step 10
step15

Execute it and read the error message with the students.

Repeat the same with the following modification to the 2nd line (capital S):

turtle.step 10
step 15

© 2023 CodeMonkey Studios Ltd 49 TOP

LESSON 4: Turtle Lake Part 1: 10 Minutes
Introduction Cont.
Walk-through Cont. 5 mins.

And with the following (without breaking between lines):

turtle.step 10 step 15

Conclude that spelling, punctuation, capitalization and entering lines are part of the syntax that is essential for our code to do what
we want.
Finally, run a 3-star solution:

turtle.step 10
step 15

When it completes, click “replay” and change it to the following:

turtle.step 10
monkey.step 15

Conclude with your students that step and monkey.step can be used interchangeably because the computer assumes we are
referring to the monkey. When we refer to the turtle or any other object, we must use its name.
© 2023 CodeMonkey Studios Ltd 50 TOP
LESSON 4: Turtle Lake Part 2: 30 Minutes
Playtime
Log-in 1 min.

If needed, review log-in instructions here.

Playtime 29 mins.

All students should complete challenges 16-20 with at least two stars. Students 12 and up should get three stars. Use your
classroom dashboard to keep track of student achievements.
Note that challenge 16 is a tricky one to achieve three stars in. Make sure your students do not stay on this challenge for too long
and encourage them to keep going and come back to it if they have time left. At the end of the lesson, you can open a discussion
regarding this challenge and try to solve it together with your students in order to get those sneaky three stars.

© 2023 CodeMonkey Studios Ltd 51 TOP

LESSON 4: Turtle Lake Part 2: 30 Minutes
Playtime Cont.
Playtime Cont. 29 mins.
In challenge 19, there are different ways to make the turtle turn the correct way after catching three bananas. One way is by using
the island :

turtle.turnTo island

and another way is by using any of the bananas along that path:

turtle.turnTo bananas[3]

In both cases, hovering and/or clicking will do the trick. Remind your class that hovering over an object shows its name, and
clicking enters that name into the editor.

If your students ask you about the meaning of something like bananas[3], tell them that it is the way to access a particular banana
and we will get back to it later on.

© 2023 CodeMonkey Studios Ltd 52 TOP

LESSON 4: Turtle Lake Part 2: 30 Minutes
Playtime Cont.

Practice
Encourage students who finish early to open skill mode on the map and complete unlocked challenges.
After completing challenges 16-20, skill challenges 2-6 – 2-10 are unlocked.

© 2023 CodeMonkey Studios Ltd 53 TOP

LESSON 4: Turtle Lake Part 3: 5 Minutes
Debriefing

Walk-through 5 mins.

Open challenge 2-7 in skill mode and solve it with your class. Ask them to explain how they plan the solution for this challenge. You
can even invite a student to solve the challenge in front of the class.

The trick in this challenge is similar to the one in challenge 16 - tell the monkey to walk backwards in order to have less lines of code,
and to get the third star.

If at first try your students cannot get the third star, ask them if this challenge seems similar to one they have solved before. Explain
that it is fairly common to use references from old projects when programming, or even full blocks of code, and in Coding Adventure,
they are encouraged to go back to old challenges to get inspiration or help.

© 2023 CodeMonkey Studios Ltd 54 TOP

LESSON PLANS:

Lesson 5 – In the Loop

Congratulations! You have passed the introductory part of Coding Adventure. You and your students now hold basic
programming skills. This lesson will focus on loops. There are different kinds of loops, like “for loops” and “until loops”,
but first we will learn how to use a simple loop.

© 2023 CodeMonkey Studios Ltd 55 TOP

LESSON 5: In the Loop

Objectives

In this lesson, students will:

• Define loop as a programming term
• Understand why using loops in programming
is more efficient
• Complete challenges 21-25

© 2023 CodeMonkey Studios Ltd 56 TOP

LESSON 5: In the Loop

Components

step x
Instructions: “x.times ->”
step -x (stepping backwards)
Terms: loop
turn left/right
Feature:
times tab (indentation)

© 2023 CodeMonkey Studios Ltd 57 TOP

LESSON 5: In the Loop

U.S. Standards Addressed

CSTA-K12 Computer Science Standards

• 1B-AP-10 • 2-AP-10
• 1B-AP-11 • 2-AP-12
• 1B-AP-12 • 2-AP-13
• 1B-AP-15 • 2-AP-14
• 2-AP-16
• 2-AP-17

© 2023 CodeMonkey Studios Ltd 58 TOP

LESSON 5: In the Loop Part 1: 25 Minutes
Introduction
Discussion 10 mins.

Programming is not only about writing the correct statements in the correct order, it is also about knowing how to write clear and
short code.
Imagine that we have to write a simple program to make the monkey climb up a high staircase of 100 steps and we can only use the
function “stepUp” to make the monkey climb up one step at a time.

Ask your students: “Do you think that the programmer wrote a line of code for every stair-step?” Just imagine how LONG this code
would be ! It would be 100 lines of code!
So, instead of code that looks like this (X100):
stepUp
stepUp
stepUp
etc...
Wouldn’t it be great to write something shorter? Ask your students to suggest a shorter way.
How about something like this?
stepUp 100 times
Luckily, this is possible. Not exactly the way we just wrote it now, but quite similar. Code that is written in such a way is called a loop.

© 2023 CodeMonkey Studios Ltd 59 TOP

LESSON 5: In the Loop Part 1: 25 Minutes
Introduction Cont.
Explanation 5 mins.

Explain to your class that a “simple loop” is a sequence of instructions that repeats a specified number of times. There are also other
kinds of loops (for loops, until loops) that last until a particular condition is met, but we will learn about those later on.
Back to the staircase example…the way to write that in Coding Adventure would be:

100.times ->
stepUp

The number 100 represents the number of times that we want the code inside the loop to run for.

Note the special syntax: the dot between the number and the word times, the space before
the ->, and the indentation of the code inside the loop (stepUp is the code inside the loop). Make sure your students know how to
use the “Tab” key on their keyboards in order to get indentation into the code. Another alternative is to press the spacebar four
times.

Remember that you can click the “times” button at the bottom in order to get a loop into the code without having to worry about
the syntax.

© 2023 CodeMonkey Studios Ltd 60 TOP

LESSON 5: In the Loop Part 1: 25 Minutes
Introduction Cont.

Activity 10 mins.

Let’s show another example to better clarify the use of a simple loop.
Write the following code on the left-hand side of the board:
step 10
turn left
step 10
turn left
step 10
turn left
step 10
turn left

© 2023 CodeMonkey Studios Ltd 61 TOP

LESSON 5: In the Loop Part 1: 25 Minutes
Introduction Cont.
Activity Cont. 10 mins.
Ask your students to identify a repeating pattern in the code. The pattern they identify should be:

step 10
turn left

Now, next to that code, on the right-hand side, write:

4.times->
step 10
turn left

Ask your students what they think each block of code does.

Explain that each code is the same; only the right-hand side of the code is written as a loop. Once we found the pattern on the left
hand side, all we had to do was just write it once, and add 4.times->. The resulting code does the same, but is shorter and easier to
understand.

The meaning of the code on the right is that “step 10, turn left” would repeat four times, and then the loop would be over. Once the
loop is over, the computer moves onto the next statement.

© 2023 CodeMonkey Studios Ltd 62 TOP

LESSON 5: In the Loop Part 2: 15 Minutes
Playtime
Login 1 min.

If needed, review log-in instructions here.

Playtime 14 mins.

All students should complete challenges 21-25 with at least two stars. Use your classroom dashboard to keep track of student
achievements.

Practice

Encourage students who finish early to open skill mode on the map and complete unlocked challenges.
After completing challenges 21-25, skill challenges 3-1 – 3-5 are unlocked.

© 2023 CodeMonkey Studios Ltd 63 TOP

LESSON 5: In the Loop Part 3: 5 Minutes
Debriefing

Walk-through 3 mins.

Open challenge 25 and click the reset button to reset the code. Go over the code with your students. Read the statements out loud,
slowly and clearly. This walk-through is intended to show students how to read code correctly.

Walk your students through the process of identifying the pattern of bananas arranged in an L shape and translate that into the
sequence of statements:

turn left
step 5
turn right
step 5

Then, fix the inside of the loop to match the sequence of statements and hit “run". This will not solve the challenge as the loop runs 3
times instead of 4.
Ask your students how many times the L pattern repeats itself? The solution is the last hint needed in order to solve this challenge
correctly, i.e. replacing the 3 by 4.

© 2023 CodeMonkey Studios Ltd 64 TOP

LESSON 5: In the Loop Part 3: 5 Minutes
Debriefing Cont.

Explanation 2 mins.

Imagine you had to give instructions to somebody to find a place that is 5 blocks down the street.
Do you say: walk a block, then walk another block, then another, then another, and then one more. No. You simply say: walk 5 blocks
down the street. That is because the same action has to be done more than once.

Remind your students that it is the same in coding. When there is a repeating pattern of things to do, then a loop is a good way to
keep the program short and easy to understand. Just find the pattern, write it once and add the line of code that tells the computer
how many times to repeat.

© 2023 CodeMonkey Studios Ltd 65 TOP

LESSON PLANS:

Lesson 6 – Loop on
Today your students will continue using simple loops and will deepen their understanding on why it is important to
use loops.

© 2023 CodeMonkey Studios Ltd 66 TOP

LESSON 6: Loop on

Objectives

In this lesson, students will:

• Understand why using loops in programming
is more efficient
• Understand the importance of using
indentation correctly
• Complete challenges 26-30

© 2023 CodeMonkey Studios Ltd 67 TOP

LESSON 6: Loop on

Components

step x
step -x (stepping backwards)
Orange highlight over running code
turn left/right
times

© 2023 CodeMonkey Studios Ltd 68 TOP

LESSON 6: Loop on

U.S. Standards Addressed

CSTA-K12 Computer Science Standards

• 1B-AP-10 • 2-AP-10
• 1B-AP-11 • 2-AP-12
• 1B-AP-12 • 2-AP-13
• 1B-AP-15 • 2-AP-14
• 2-AP-16
• 2-AP-17

© 2023 CodeMonkey Studios Ltd 69 TOP

LESSON 6: Loop on Part 1: 10 Minutes
Introduction

Review 10 mins.

We will begin this lesson with a review of loops and how we use them.
Ask your class:
1. What is a loop?
2. When do we use loops in our code?
3. What is a syntax of a loop that makes the monkey walk in the shape of a square?
4. How do we tell the difference between code that is inside the loop and code that is outside the loop?

© 2023 CodeMonkey Studios Ltd 70 TOP

LESSON 6: Loop on Part 2: 30 Minutes
Playtime
Log-in 1 min.

If needed, review log-in instructions here.

Playtime 4 mins.

All students should complete challenges 26-30 with at least two stars. Students from the age of 12 and up should get three stars.
Use your classroom dashboard to keep track of students’ achievements.
The main thing to watch in this playtime session is the use of loops. Most of the challenges that involve a repeating pattern can be
solved by repeating the same or similar code. However, this misses the point, so you should make sure the students are actually
using loops and getting at least 2 stars.

© 2023 CodeMonkey Studios Ltd 71 TOP

LESSON 6: Loop on Part 2: 30 Minutes
Playtime Cont.
Walk-through (1) 5 mins.
Open challenge 27.
1. Draw the challenge on the whiteboard. You can use a shape (smiley, etc.) to represent the monkey.
2. Ask one of your students to draw on the whiteboard and guess the path that the monkey has to go to get all the bananas. The
answer should be a + shaped path.
3. Ask another student to translate the path into a sequence of steps and turns without loops. The answer is something similar to
the following (the direction right or left can be different).

step 10
step -10
turn right
step 10
step -10
turn right
step 10
step -10
turn right
step 10
step -10
turn right
© 2023 CodeMonkey Studios Ltd 72 TOP
LESSON 6: Loop on Part 2: 30 Minutes
Playtime Cont.
Walk-through (1) Cont. 5 mins.

The answer may be longer like in the following example:

step 10
turn 180
step 10
turn right
step 10
turn 180
step 10
turn right
step 10
turn 180
step 10
turn right
step 10
step 180
step 10
turn right

© 2023 CodeMonkey Studios Ltd 73 TOP

LESSON 6: Loop on Part 2: 30 Minutes
Playtime Cont.
Walk-through (1) Cont. 5 mins.

If so, ask the student to improve the code by making it shorter. A hint on how to do this would be to walk backwards.
Ask another student to identify the recurring pattern.

The recurring pattern in the example above is:

step 10
step -10
turn right

Ask the student to make the code shorter by using a loop, expect an answer like this:

4.times ->
step 10
step -10
turn right

© 2023 CodeMonkey Studios Ltd 74 TOP

LESSON 6: Loop on Part 2: 30 Minutes
Playtime Cont.
Playtime 4 mins.

The students continue their work on challenges 26-30.

Walk-through (2) 5 mins.

Open challenge 28 and click “reset” to reset the code.

Observe with your students that the existing code will go through the half-circle and collect all the bananas except one. Conclude
that the missing line of code to complete the challenge is “step 10” (use ruler if necessary).

Try to type “step 10” and click “run” to see what happens. This does not solve the challenge (hit “stop” if this goes on too long).

Observe that the problem in this solution is that the computer takes the “step 10” as if it should be executed 10 times in the loop,
not 1 time after the loop.
Go back to your code and remove the indentation before the step 10. Now run your code again. Show your students that this is
how to run code after the loop. Remind them that this is called indentation.

© 2023 CodeMonkey Studios Ltd 75 TOP

LESSON 6: Loop on Part 2: 30 Minutes
Playtime Cont.

Playtime Cont. 11 mins.

The students continue their work on challenges 26-30.

Practice

Encourage students who finish early to open skill mode on the map and complete unlocked challenges.
After completing challenges 26-30, skill challenges 3-6 – 3-10 are unlocked.

Quiz

After completing challenges 0 – 30, you can assign your class the first quiz – Part 1: Sequencing, Objects & Times Loops. The quiz
includes 5 challenges. You can assign quizzes from the Quizzes tab on your teacher dashboard.

© 2023 CodeMonkey Studios Ltd 76 TOP

LESSON 6: Loop on Part 3: 5 Minutes
Debriefing

Walk-through 5 mins.

Open challenge 29 and click the reset button to reset the code. Go over the code with your students. Read the statements out loud,
slowly and clearly.

This walk-through is intended to show students how to read code correctly.

Click “run” to run the code and direct your students’ attention to the orange highlighter that highlights the line of code that is currently
being processed by the computer.

Solve challenge #29 with your students.

You can also open one of your student’s solutions anonymously using your classroom dashboard.

© 2023 CodeMonkey Studios Ltd 77 TOP

LESSON PLANS:

Lesson 7 – Variable Valley

Welcome to the second chapter of CodeMonkey. You and your students will start covering advanced topics such as
variables and “for” loops.

© 2023 CodeMonkey Studios Ltd 78 TOP

LESSON 7: Variable Valley

Objectives

In this lesson, students will:

• Define variable as a programming term
• Discuss how and why we use variables in
programming
• Complete challenges 31-35

© 2023 CodeMonkey Studios Ltd 79 TOP

LESSON 7: Variable Valley

Components

step x
Instructions: “X =“
step -x (stepping backwards)
Terms: variable, assignment
turn left/right
(into
times a variable)

© 2023 CodeMonkey Studios Ltd 80 TOP

LESSON 7: Variable Valley

U.S. Standards Addressed

CSTA-K12 Computer Science Standards

• 1B-AP-9 • 2-AP-10
• 1B-AP-12 • 2-AP-11
• 1B-AP-15 • 2-AP-14
• 2-AP-16
• 2-AP-17

© 2023 CodeMonkey Studios Ltd 81 TOP

LESSON 7: Variable Valley Part 1: 20 Minutes
Introduction
Activity (1) 5 mins.
Begin by asking for two student volunteers – Student 1 (who will act as the instruction given) and
Student 2 (who will act as the variable). You, the teacher, will act as the programmer. Student 1 will be in charge of the instruction to
‘step’ the distance of the given variable and Student 2 will be given a folded paper with the value of the variable.
Let your class know that Student 1 is representing the instruction part of the code. She knows that her instruction is to ‘step’.
However, she does not know the distance she needs to step. Then, tell the class that you are handing Student 2 a folded piece of
paper with a number between one and 10 on it. This paper will say how many steps Student 1 will need to take.
Instruct Student 2 to give the paper to Student 1 when you say start.
Explain to the class what is going to happen: First, Student 2 will give the note to Student 1. Then, Student 1 is going to step the
number of steps written on the paper. Emphasize the fact that Student 1 only knows her instruction is to step, but she does not
know how far yet. Now, instruct them to start.
After they are done, ask your class, “What do they think was the meaning of this activity?” Discuss the fact that when the instructions
were given to Student 1, the number of steps was unknown to her, but it was still possible to give her the instructions. That is just
how a variable works in computer programming.

© 2023 CodeMonkey Studios Ltd 82 TOP

LESSON 7: Variable Valley Part 1: 20 Minutes
Introduction Cont.
Activity (2) 5 mins.

Repeat the previous activity with 2 other students, but with the following difference:
This time Student 2 will write the number on the paper. Point out the fact that even though you, the programmer, does not know the
number of steps Student 1 will need to take, you are still able to give the instructions. This is all an analogy for a variable – a
programmer can give out commands or instructions without writing an exact value. They simply do this by using variables.

© 2023 CodeMonkey Studios Ltd 83 TOP

LESSON 7: Variable Valley Part 1: 20 Minutes
Introduction Cont.
Explanation 10 mins.

Explain that in previous lessons we learned how to call functions when they take a constant value as an argument, for example,
“step10” or “step20”. Another way to call functions is by using a variable.
A variable is like a storage unit; we store data in it, and we use it only when we need it. It is similar to the piece of paper we had in
the activity, in that it can hold a value for later use.
To store information in a variable, we write an assignment using an equals sign (=). This is like writing a number on the piece of
paper. An assignment statement has two components: identifier and value, for example:
X = 20
X is the identifier; it can be any other letter or word. The identifier is the variable’s name. When we want to use the value of the
variable, we write its name, for example, “Step X”. In this example, we want the monkey to step a distance equal to the value of the
variable; in this case, 20. This separation of name and value allows the name to be used independently of the information it
represents. We can use X when writing the program, without knowing what its value will be when the instructions will be carried out.

Optional: Return to the activity by asking Student 2 to write a new number on the paper, and go through this process a few more
times to make the point clear. This activity is intended to represent how variables work in programming. In this example, Student 1
knew the action she needed to carry out, but she didn’t have the value until Student 2 gave her the paper.

© 2023 CodeMonkey Studios Ltd 84 TOP

LESSON 7: Variable Valley Part 2: 15 Minutes
Playtime
Login 1 min.

If needed, review log-in instructions here.

Playtime 14 mins.

All students should complete challenges 31-35 with at least two stars. Use your classroom dashboard to keep track of students’
achievements. Use this time to walk around the class and help students who are struggling.

Practice

Encourage students who finish early to open skill mode on the map and complete unlocked challenges.
After completing challenges 31-35, skill challenges 4-1 – 4-3 are unlocked.

© 2023 CodeMonkey Studios Ltd 85 TOP

LESSON 7: Variable Valley Part 3: 10 Minutes
Debriefing
Walk-through 7 mins.
Open challenge 35. This is where we first had to define our own variable. Click the reset button to return the code to the initial version.
Start by solving the challenge. Now, show a few more examples for 3-star solutions:
Change name of variable from x to something else. Use a few different options and run the solution each time. Emphasize that the
name of the variable does not have to be ‘x’. Change assignment into arithmetic such as x = 1+1. Emphasize that the computer is
capable of computing arithmetic and other operations (that is why it was originally called a computer!).
Assign from one variable to another. For example:
y = 15
x=y
This does not give us 3 stars, but it shows how we can use different variables and assign one to the other, just like copying a number
from one paper to another.
Activity 3 mins.
Repeat the activity from the beginning of the lesson, with the following difference:
Hand Student 2 the piece of paper with a number. Student 2 first copies it to another paper, then hands it to Student 1, then Student 1
walks. Explain how this is equivalent to:
y = 15
x=y
step x
© 2023 CodeMonkey Studios Ltd
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LESSON PLANS:

Lesson 8 – Drop it!

In this lesson, we will continue using variables. Variables are a very useful tool for programmers, and it is very
important that your students understand how to use them. Alongside variables, we will learn how to use the
“distanceTo” function.

© 2023 CodeMonkey Studios Ltd 87 TOP

LESSON 8: Drop it!

Objectives

In this lesson, students will:

• Continue experimenting with variables
• Use the function “distanceTo”
• Complete challenges 36-40

© 2023 CodeMonkey Studios Ltd 88 TOP

LESSON 8: Drop it!

Components

step x
Instructions: “distanceTo”, “say”
step -x (stepping backwards)
Terms: argument, return value,
turn left/right
output
times

© 2023 CodeMonkey Studios Ltd 89 TOP

LESSON 8: Drop it!

U.S. Standards Addressed

CSTA-K12 Computer Science Standards

• 1B-AP-12 • 2-AP-10
• 1B-AP-15 • 2-AP-14
• 2-AP-16
• 2-AP-17

© 2023 CodeMonkey Studios Ltd 90 TOP

LESSON 8: Drop it! Part 1: 15 Minutes
Introduction
Review 5 mins.

In the previous lesson, we learned about variables. Remind your students that variables are like paper that store numbers.

Assigning a variable is like writing on a number on a piece of paper. Assignments include an identifier, the name of the variable or a
value, the number to store and an equal sign. We use variables when we do not have a constant value or when we do not know what
the value will be until the action is carried out.

Ask your class what are possible options for the identifier, the variable’s name, and make sure the answers are various words or
single letters. The identifiers can not include spaces and cannot be the same as reserved keywords of the programming language (for,
in, if, else, and, or, not, and a few others).

© 2023 CodeMonkey Studios Ltd 91 TOP

LESSON 8: Drop it! Part 1: 15 Minutes
Introduction Cont.
Activity 5 mins.

Ask for a student volunteer.

On your mark he will need to step. This time, instead of giving him a value, give him an object to go to.
Instruct the student to “step the distance to” an object in the classroom (a banana would be best!). Make sure he stands right in
front of the object.

Ask the class, “What do you think is the distance he walked?” Let them guess, but the number does not really matter.
Explain that computers are more than just machines we play games on. Computers are really smart calculators. They can calculate
very fast, and we can use it to our advantage when we need it. When we are using objects, we can ask the computer to calculate the
distance between the objects for us. This will save us time and will also help us if we do not know in advance the objects’ locations.

© 2023 CodeMonkey Studios Ltd 92 TOP

LESSON 8: Drop it! Part 1: 15 Minutes
Introduction Cont.
Explanation 5 mins.

The function we will use to make the computer calculate for us is “distanceTo”. This function is similar to the ones we used when we
first started coding in Coding Adventure.

The function distanceTo is used with an object such as distanceTo banana, distanceTo bridge etc. This is similar to the way we use
turnTo.

Using “distanceTo” is like asking the question “What is the distance to the banana?” The answer is a number, calculated by the
computer, that represents the distance. This is called a “return value” because we are asking a question and receiving an answer
(value) in return. When we use an assignment like this x = distanceTo banana then the return value is stored in the variable x.

We can also use “distanceTo” with another function like “step”. For example, “step distanceTo banana” will make the computer
measure the distance between the monkey and the banana. Then, it will use this number to carry out as instructed using the
measured value as the argument for “step”.

It is important to understand that the computer starts with the “distanceTo” function and evaluates the distance to the object (in this
case the banana). Then, uses the number returned with the function “step”.

© 2023 CodeMonkey Studios Ltd 93 TOP

LESSON 8: Drop it! Part 2: 15 Minutes
Playtime
Log-in 1 min.

To review the log-in instructions, go here.

Playtime 14 mins.

All students should complete challenges 36-40 with at least two stars. Use your classroom dashboard to keep track of student
achievements.
Use this time to walk around the class and help students who are struggling.

Practice

Encourage students who finish early to open skill mode on the map and complete unlocked challenges.
After completing challenges 36-40, skill challenges 4-4 – 4-11 are unlocked.

© 2023 CodeMonkey Studios Ltd 94 TOP

LESSON 8: Drop it! Part 3: 15 Minutes
Debriefing
Walk-through 10 mins.

Open challenge 37. We will play around a little with the “say” function. This is a really cute function where your students can have fun
and experiment.
Write something fun for the monkey to say. Ask your students, “Why do we have to use quotes (“ ”) around the phrase we want the
monkey to say?”
Explain that in order for the computer to understand that the text we entered is not a variable, we have to use a symbol to tag it, which
is why we use quotes.

Now, demonstrate return values.

Open challenge 38 and show a 3-star solution. Bring your students’ attention to the speech bubble with the number. Point out that this
is the value stored in the variable x, which was put in there when we assigned x = 20.

Now open challenge 40 with a 3-star solution. In the second line of code, insert the statement say x. (Note: this will now be a two-star
solution, but we use it for demonstration). Show your students how the value in the variable can be used as the argument for say, just
like “boo” was an argument. Also, point out that we were able to solve the challenge without knowing what the distance was, but now
by using say we were shown that the value of x is 20. Showing a value like this is called output.

© 2023 CodeMonkey Studios Ltd

95 TOP
LESSON 8: Drop it! Part 3: 15 Minutes
Debriefing Cont.

Activity 5 mins.

Optional (activity can take place outside): Let us play a guessing game. Ask your students to divide into pairs. Each student instructs the
other to “step distance to” objects in the school, like the water fountain, stairs, etc.
Before each student steps, he should guess how many steps it will take him, and while stepping he should count his steps to see if he
was right.

© 2023 CodeMonkey Studios Ltd

96 TOP
LESSON PLANS:

Lesson 9 – Walk the distanceTo

In this lesson, we will continue using the concepts we recently learned:

• Variables

• Functions and their return values

• The function distanceTo

© 2023 CodeMonkey Studios Ltd 97 TOP

LESSON 9: Walk the distanceTo

Objectives

In this lesson, students will:

• Deepen their understanding of how to use
variables and return values
• Complete challenges 41-45

© 2023 CodeMonkey Studios Ltd 98 TOP

LESSON 9: Walk the distanceTo

Components

step x
Terms:
step constant,
-x (stepping runtime
backwards)
turn left/right
times

© 2023 CodeMonkey Studios Ltd 99 TOP

LESSON 9: Walk the distanceTo

U.S. Standards Addressed

CSTA-K12 Computer Science Standards

• 1B-AP-9 • 2-AP-10
• 1B-AP-12 • 2-AP-11
• 1B-AP-15 • 2-AP-14
• 2-AP-16
• 2-AP-17

© 2023 CodeMonkey Studios Ltd 100 TOP

LESSON 9: Walk the distanceTo Part 1: 5 Minutes
Introduction
Review 5 mins.

Recall with your students what an assignment is, how an assignment statement is written, and what the different parts of an
assignment statement is called.

An assignment places a value inside a variable. It is written in the form x = 10, where x is called the identifier, = is the equal sign, and
10 is the value.

Also, recall that sometimes calling a function is like asking a question and that the answer to that question is called a return value.

As we saw in the previous lesson, a return value can be used in an assignment to a variable. For example, x = distanceTo banana. It
can also be used in an assignment to an argument, for example say distanceTo banana.
If we can say distanceTo, why can we not step distanceTo?

That is exactly what we will learn to do today!

© 2023 CodeMonkey Studios Ltd 101 TOP

LESSON 9: Walk the distanceTo Part 2: 30 Minutes
Playtime
Log-in 1 min.

To review the log-in instructions, go here.

Playtime 15 mins.

All students should complete challenges 41-45 with at least two stars. Use your classroom dashboard to keep track of student
achievements.
Use this time to walk around the class and help students who are struggling.

© 2023 CodeMonkey Studios Ltd 102 TOP

LESSON 9: Walk the distanceTo Part 2: 30 Minutes
Playtime Cont.
Walk-through (1) 5 mins.
A few minutes into playtime, ask for your students attention and open challenge #41 with a 3-star solution.

Discuss the line step -d. If your students have learned negative numbers before, explain that -d is like -10. Recall the analogy of
variables to paper: if the d is the piece of paper, then -d is like writing the - sign in front of whatever number is written on the
paper.

If your students have not learned negatives before, simply explain that step -d is like step -15 which was used a few lessons ago. It
simply tells the turtle the same as step d, but backwards.

Replace turtle.distanceTo monkey by monkey.distanceTo turtle and run the solution again. Show that the result is the exact same,
and explain that there is no difference whether you measure the distance from the turtle to the monkey or from the monkey to
the turtle.

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LESSON 9: Walk the distanceTo Part 2: 30 Minutes
Playtime Cont.
Walk-through (2) 5 mins.
Open challenge #42 with a 3-star solution.

Discuss step distanceTo banana.

Ask how many functions were used in this line of code?
The answer: 2 (step and distanceTo)

Ask which one was executed (ran) first? The answer is counter-intuitive: distanceTo. Explain that this is the order of operations:

1. The computer runs distanceTo banana

2. The distance is calculated
3. The computer runs step with the answer

Tell your students that this way of calling a function will be useful in challenges #44 and #45.

© 2023 CodeMonkey Studios Ltd 104 TOP

LESSON 9: Walk the distanceTo Part 2: 30 Minutes
Playtime Cont.
Playtime 5 mins.

All students should complete challenges 41-45 with at least two stars.

Practice
Encourage students who finish early to open skill mode on the map and complete unlocked challenges.
After completing challenges 41-45, skill challenges 4-12 – 4-15 are unlocked.

© 2023 CodeMonkey Studios Ltd 105 TOP

LESSON 9: Walk the distanceTo Part 3: 10 Minutes
Debriefing
Walk-through 5 mins.

Open challenge #44 with a 3-star solution. Run the solution 2-3 times and show that the distance to the banana was different each time.
The code did not change, but solved the challenge every time. The distance to the banana was unknown, but was calculated on the
spot.

In order to emphasize this, let’s experiment with this challenge.

Replace the step distanceTo banana with step 7

Run the solution a few times. Show that sometimes the distance was ok, but sometimes it was too short. So, this solution was not so
great.

So what if we made the code a longer? This time, try replacing that line with step 10. The monkey will usually fall into the water.

The only way to get it right every time is to use step distanceTo banana

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LESSON 9: Walk the distanceTo Part 3: 10 Minutes
Debriefing Cont.

Explanation 5 mins.

The values 10 and 7 are constant values. This means that once they are written into the code, they do not change.
When we write step 10 we are using the function “step” with a constant (10). Sometimes, circumstances are unknown when we are
writing a computer program, like the distance we have to walk. The correct value will only be determined when the code runs, or in
coding lingo - at runtime.

The solution in these cases is to use something else instead of the constant value.
Two such examples that we have done are:
1. step x- using the function step with a variable
2. step distanceTo banana - using the function step with a return value from another function

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LESSON PLANS:

Lesson 10 – Change is All Around

In this lesson, we will continue using the concept we learned recently: variables. Specifically, the variable’s value will
be changed in the course of the game.

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LESSON 10: Change is All Around

Objectives

In this lesson, students will:

• Deepen their understanding of how to use
and change variables
• Complete challenges 46-50

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LESSON 10: Change is All Around

Components

step x
No new components
step -x (stepping backwards)
turn left/right
times

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LESSON 10: Change is All Around

U.S. Standards Addressed

CSTA-K12 Computer Science Standards

• 1B-AP-9 • 2-AP-10
• 1B-AP-10 • 2-AP-11
• 1B-AP-12 • 2-AP-12
• 1B-AP-13 • 2-AP-14
• 1B-AP-15 • 2-AP-16
• 2-AP-17

© 2023 CodeMonkey Studios Ltd 111 TOP

LESSON 10: Change is All Around Part 1: 15 Minutes
Introduction
Review 2 mins.

Recall with your students the meaning of variables.

A variable is like a storage unit.

It has:

• An identifier (the name of the variable)

- We use the name of the variable in the code
• A value (the content of the variable)
- When our program runs, the computer uses the value of variable

When we want to use a variable, we need to give it a name and assign it an initial value. In our program we can change the value of
the variable.

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LESSON 10: Change is All Around Part 1: 15 Minutes
Introduction Cont.
Activity 8 mins.

Ask for two volunteers. Let’s call them Student 1 and Student 2.
Give Student 2 a small whiteboard, or you can also draw a square on the whiteboard. On it, write d = 2.
Tell Student 1 that she needs to repeat the following instructions four times:
step d
step -d
Before they start the activity ask your students what they think will happen?
• Student 1 will walk two steps forward and two steps backwards, and will repeat it four times.
Ask Student 1 to execute her code. Each time she reaches the variable d in her code, she needs to ask Student 2 “what is the value of
d?”
In this activity we used a variable in the code but it did not change. Now let’s change it. Tell Student 1 that her code is:
step d
step –d
d=d+2
Tell her to repeat the above code three times.

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LESSON 10: Change is All Around Part 1: 15 Minutes
Introduction Cont.
Activity Cont. 8 mins.

Tell Student 2 that each time Student 1 gets to the line of code that changes d, he needs to delete the value of d and update it with
the new value.
Before they start the activity, ask your students what they think will happen?
• Student 1 will walk:
- two steps forward and two steps backward
- four steps forward and four steps backward
- six steps forward and six steps backward
Ask Student 1 to execute her code. Each time she reaches the variable d in her code, she needs to ask Student 2 what the value of d is.
When Student 1 gets to the line of code d = d + 2, Student 2 should say: 2 + 2 is 4, erase d = 2 and write instead d = 4. Then, the next
time Student 2 should say 4 + 2 is 6, erase d = 4 and wrote d = 6 instead, and so on.
In this activity, the variable d is changed when the code runs, its initial value was 2 and after running the code, it is 8.

Repeat this activity, but change only the initial value of d to 5, ask your students how many steps Student 1 will walk each time? Their
answer should be: 5, 7, 9.
What will be the value of d at the end? 11 (since d is changed after stepping)

© 2023 CodeMonkey Studios Ltd 114 TOP

LESSON 10: Change is All Around Part 1: 15 Minutes
Introduction Cont.
Explanation 5 mins.
When we write the code
d=d+2
each time that our program gets to this code, it takes the value of d, adds two to it and overrides the value of d with the new value.
When we use this code in a times loop, in each iteration, the value of d is different.
Write on the whiteboard:
d = 10
3.times ->
say d
d=d-1
Ask your students what will the value of d each time? 10, 9, 8
Now change the code to:
d = 10
3.times ->
d=d-1
say d

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LESSON 10: Change is All Around Part 1: 15 Minutes
Introduction Cont.
Explanation Cont. 5 mins.

Ask your students what will the value of d be each time? 9, 8, 7

Why is there a difference between the two examples?

The reason is, in the first example, we first say the value of d, then reduce its value by 1. In the second example, we first reduce the
value of d by 1 and then say its value.

This will be the execution of the first example:

1. say 10, 10 - 1 is 9
2. say 9, 9 – 1 is 8
3. say 8, 8 – 1 is 7

This will be the execution of the second example:

4. 10 – 1 is 9 ; say 9
5. 9 – 1 is 8 ; say 8
6. 8 – 1 is 7 ; say 7

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LESSON 10: Change is All Around Part 2: 25 Minutes
Playtime
Log-in 1 min.

To review log-in instructions, go here.

Playtime 14 mins.

All students should complete challenges 46-50 with at least two stars. Use your classroom dashboard to keep track of students’
achievements.
Use this time to walk around the class and help students who are struggling.

© 2023 CodeMonkey Studios Ltd 117 TOP

LESSON 10: Change is All Around Part 2: 25 Minutes
Playtime Cont.
Walk-through 5 mins.
Open challenge 48.
Ask your students if this challenge can be solved without a variable.

If we use a times loop then each time the monkey will step the same amount.
For example:

5.times ->
step 8
turn left

Run the code and show that the challenge is not solved.
You can also change the number of steps, for example to 12, or any other number and show that it does not solve the challenge.

© 2023 CodeMonkey Studios Ltd 118 TOP

LESSON 10: Change is All Around Part 2: 25 Minutes
Playtime Cont.
Walk-through Cont. 5 mins.
We could solve this challenge without a loop:

step 8
turn left
step 12
turn left
step 16
turn left
step 20
turn left
step 24
turn left

This code is very long and only gets one star.

Ask the class how many more steps the monkey steps after each banana. Their answer should be four more steps.

© 2023 CodeMonkey Studios Ltd 119 TOP

LESSON 10: Change is All Around Part 2: 25 Minutes
Playtime Cont.
Walk-through Cont. 5 mins.

Reset the code. Now, explain to your students that the monkey steps the value of d each time.
At first it is 8. Ask them how we can change the value of d to add 4 more each time?
We need to add to the code:

d=d+4

There is also one more change in the code before we can solve it. The number of times the loop is repeated
(need to be changed to 5).
The code should be:

d=8
5 . times ->
step d
turn left
d=d+4

Run this code and solve the challenge.

© 2023 CodeMonkey Studios Ltd 120 TOP

LESSON 10: Change is All Around Part 2: 25 Minutes
Playtime Cont.
Playtime 5 mins.

All students should complete challenges 46-50 with at least two stars.

Practice
Encourage students who finish early to open skill mode on the map and complete unlocked challenges.
After completing challenges 46-50, skill challenges 4-16 – 4-20 are unlocked.

© 2023 CodeMonkey Studios Ltd 121 TOP

LESSON 10: Change is All Around Part 3: 5 Minutes
Debriefing
Activity 5 mins.
Bring to class a few objects. For example, Legos, books, fruit, anything that students can collect. Bring a bag or basket to put all the
objects in.
Place the objects around the class and ask for two volunteers.
Give one a small whiteboard, or you can also draw a square on the whiteboard. Write on it, c = 0.
Give the second volunteer the bag or basket and ask him to walk around the class and pick up the objects.
Each time he picks up an object, he should tell the first volunteer “one more”.
The first volunteer will erase the number written on the whiteboard and write the new number.
After picking the first object it will be c = 1, than c = 2, c = 3 and so on.
After all objects are picked up, ask your students how many objects are in the bag? Their answer should be the value of the variable c.
After completing the activity, ask your students how they would write the code that represents this activity?
Their answer should be something like:
c=0
loop as long as there are more items
go to an object
put the object in the bag
c=c+1
say c
The most important part of this code is the first line (c = 0) and increasing the value of c by 1 (c = c + 1).
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LESSON PLANS:

Lesson 11 – A for Array

In this lesson we will start working with arrays. Arrays are a central and important part of programming and are used
very often.

© 2023 CodeMonkey Studios Ltd 123 TOP

LESSON 11: A for Array

Objectives

In this lesson, students will:

• Understand the concept of an array and its
elements
• Learn how to use indexes to access array
elements
• Complete challenges 51-60

© 2023 CodeMonkey Studios Ltd 124 TOP

LESSON 11: A for Array

Components

step x
Terms: array, element, index
step -x (stepping backwards)
turn left/right
times

© 2023 CodeMonkey Studios Ltd 125 TOP

LESSON 11: A for Array

U.S. Standards Addressed

CSTA-K12 Computer Science Standards

• 1B-AP-9 • 2-AP-10
• 1B-AP-10 • 2-AP-11
• 1B-AP-12 • 2-AP-12
• 1B-AP-13 • 2-AP-14
• 1B-AP-15 • 2-AP-16
• 2-AP-17

© 2023 CodeMonkey Studios Ltd 126 TOP

LESSON 11: A for Array Part 1: 10 Minutes
Introduction
Activity 5 mins.

Optional: You can do the following activity outside.

Ask for 5 volunteers and assign a number to each of them.
Tell them that you will call them by their numbers e.g. “student 3”.
Have them stand in a location where each of them has some space to move around.
Give your students simple instructions such as:
student 1 step 2
student 2 turn right

Then make it more complex like this:

student 4 turn to student 3
student 2 step distance to student 1
Try saying just:
step
This probably confused the students a little because “step” did not specify which of the students should step.

© 2023 CodeMonkey Studios Ltd 127 TOP

LESSON 11: A for Array Part 1: 10 Minutes
Introduction Cont.
Explanation 5 mins.

An array is a group of objects that share a common name. Usually, arrays contain objects of the same type, e.g. an array of bananas,
an array of students. Each object in an array is called an element.

Every array has a name. It is common to name an array after the type of objects in it, e.g. bananas, students.

In the above activity, the students were an array. When we said “student 1” or “student 3” the number 1 or 3 was used to tell which
element we were referring to. This number is called an index. In CoffeeScript, the programming language used in Coding Adventure,
we start counting array elements from zero, so there would actually be a student 0, then student 1, etc. Starting indexes from 0
might seem annoying at first and take some getting used to, but it is the way most popular programming languages work today, for
various reasons that were debated among mathematicians and computer scientists.

We will have to use indexes when we try to carry out an action that involves a particular array element. Whenever we want to
involve all the elements at once, there will be easier ways that do not involve an index. We will learn that in the next lesson.

© 2023 CodeMonkey Studios Ltd 128 TOP

LESSON 11: A for Array Part 2: 20 Minutes
Playtime
Log-in 1 min.

For log-in instructions, please click here.

Playtime 19 mins.

All students should complete challenges 51-60 with at least two stars. Use your classroom dashboard to keep track of student
achievements.
Use this time to walk around the class and help students who are struggling.

© 2023 CodeMonkey Studios Ltd 129 TOP

LESSON 11: A for Array Part 2: 20 Minutes
Playtime Cont.
Practice

Encourage students who finish early to open skill mode on the map and complete the unlocked challenges.
After completing challenges 51-60, skill challenges 5-1 – 5-10 are unlocked.

Quiz

After completing challenges 31 – 60, you can assign your class the second quiz – Part 1: Variables & Indexes. The quiz includes 5
challenges. You can assign quizzes from the Quizzes tab on your teacher dashboard.

© 2023 CodeMonkey Studios Ltd 130 TOP

LESSON 11: A for Array Part 3: 15 Minutes
Debriefing
Walk-through (1) 7 mins.
Open challenge 55 with the following solution and run it.

beavers[0].step 10
beavers[1].step 10
monkey.step distanceTo banana

Ask your class how come the computer knows which object has to step each time?
The answer is because of the name of the object before the word step. That name tells the computer which object has to step. Point
your students’ attention to the fact that the first beaver is number 0, and the second is number 1. It is very important to remember that
the we start counting from zero in CoffeeScript.

Can we use step without the word monkey or without the word beaver?
Experiment with the following variations:

beavers[0].step 10
beavers[1].step 10
step distanceTo banana
The above will work fine.
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LESSON 11: A for Array Part 3: 15 Minutes
Debriefing Cont.
Walk-through (1) Cont. 7 mins.
The previous code worked, but the following will not:

beavers[0].step 10
step 10
monkey.step distanceTo banana

The answer is that when the monkey has to turn or step, we can always use either:

monkey.step 10

Or instead simply:

step 10

The computer will assume that we are referring to the monkey, because the monkey is the main character in this challenge.
When it comes to other characters, we need to explicitly write which one we want to use, otherwise, the computer will not know. This
is just like in the beginning of the lesson when we said “step” without saying which student has to step.

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LESSON 11: A for Array Part 3: 15 Minutes
Debriefing Cont.
Walk-through (2) 7 mins.
Open challenge 59 with a 3-star solution, and make sure all the beavers are moved before the monkey steps, like so:
beavers[0].step 5
beavers[1].step 5
beavers[2].step 5
beavers[3].step 5
monkey.step distanceTo bananas[0]
monkey.turnTo bananas[1]
monkey.step distanceTo bananas[1]

Now, change the code in the following way by cutting and pasting the last 2 statements with the beavers like this:
beavers[0].step 5
beavers[1].step 5
monkey.step distanceTo bananas[0]
monkey.turnTo bananas[1]
beavers[2].step 5
beavers[3].step 5
monkey.step distanceTo bananas[1]

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LESSON 11: A for Array Part 3: 15 Minutes
Debriefing Cont.
Walk-through (2) 7 mins.
Before running this solution, ask your students what they think will happen now. Then, run the solution and see if they got it right.

Repeat this activity with challenge 60.

Start with this code:

beavers[0].step 5
beavers[1].step 5
monkey.step distanceTo bananas[0]
monkey.turnTo bananas[1]
monkey.step distanceTo bananas[1]
beavers[0].step 10
beavers[1].step 10
monkey.turnTo bananas[2]
monkey.step distanceTo bananas[2]

Ask your students if there is a way to put all the beaver statements together. The answer is that it is not possible. The monkey has to
move after the beavers have moved once, and then they must move again before the monkey moves again.

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LESSON 11: A for Array Part 3: 15 Minutes
Debriefing Cont.
Explanation 1 min.

Just like in Lesson 3 when we learned about planning, these examples were about writing code in the correct order of operations. What
we saw in these examples is that if we do not use a correct order, the code will not run as we want it to. However, there might be more
than one correct order to write a certain program.

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LESSON PLANS:

Lesson 12 – For Loop to the Rescue

In this lesson, we will introduce a new kind of loop. By now, you have already mastered basic functions like “step” and
“turn”, simple loops, and variables. You will apply your new knowledge as you use the “for” loop. The “for” loop might
look intimidating, but it is actually quite simple.

© 2023 CodeMonkey Studios Ltd 136 TOP

LESSON 12: For Loop to the Rescue

Objectives

In this lesson, students will:

• Identify the difference between a simple loop
and a “for” loop
• Discuss how and when to use “for” loops
• Complete challenges 61-65

© 2023 CodeMonkey Studios Ltd 137 TOP

LESSON 12: For Loop to the Rescue

Components

step x
Instructions: “for backwards)
step -x (stepping name in array”
Terms: array
turn left/right
times

© 2023 CodeMonkey Studios Ltd 138 TOP

LESSON 12: For Loop to the Rescue

U.S. Standards Addressed

CSTA-K12 Computer Science Standards

• 1B-AP-9 • 2-AP-10
• 1B-AP-10 • 2-AP-11
• 1B-AP-12 • 2-AP-12
• 1B-AP-13 • 2-AP-14
• 1B-AP-15 • 2-AP-16
• 2-AP-17

© 2023 CodeMonkey Studios Ltd 139 TOP

LESSON 12: For Loop to the Rescue Part 1: 15 Minutes
Introduction
Activity (1) 5 mins.

Choose a student volunteer and ask him or her to stand next to you. Choose six more students and ask them to stand next to each
other in a line, facing forward, and raising their hands. The first student should stand at the beginning of the line and on your mark,
should follow this code:

6.times - >
step 1
give high-five

The result should be that the first student gives a high-five to all six students standing in the line.
Next, ask the same student to “give high-fives to all the students in the classroom”. After he is done, ask your students, “What is the
difference between the two instructions I gave?”

Explain that the first instruction you gave is a simple loop, the same as we learned in Lesson 4: In the Loop. It repeats the statement
six times carrying out the exact same action each time.

© 2023 CodeMonkey Studios Ltd 140 TOP

LESSON 12: For Loop to the Rescue Part 1: 15 Minutes
Introduction Cont.
Activity (1) Cont. 5 mins.

The second instruction was also a loop, but a different kind. The student walked different distances in different directions to reach
each fellow student. The action carried out each time depended on that particular student. In programming, we use a “for” loop to
complete tasks like this.

This is where the “for” loop is useful - when we have a collection of objects and we want to repeat an action that relates to each one
of them specifically. This is a loop that will keep going until all the actions are done on all the objects in our collection.

In the previous exercise, the collection contained all the students who are in class today, and your student gave a high-five to each of
them, by turning to face each particular student and walking the distance to that particular student.

An important difference to note here is that a simple loop is usually used to do the same thing a fixed number of times, whereas the
“for” loop matches the number of items in a collection.

© 2023 CodeMonkey Studios Ltd 141 TOP

LESSON 12: For Loop to the Rescue Part 1: 15 Minutes
Introduction Cont.
Activity (2) 5 mins.

Let’s imagine we have a birthday cake with 6 candles on it, and the programmer has to write a program that blows out the candles.
Ask one of your students to use a simple loop to blow out all the candles, just like in the stairs example from lesson 5.
You can expect code like this:

6.times - >
blow candles

Ask your students, “Now let’s make this a little bit more complicated: every time, we have to face one particular candle in order to
blow it out. How do we write that?” Explain that because it is a simple loop, there is no way to turn to face a particular candle.

If we want the program to adjust to the proposed change in circumstance, we can use a “for” loop. For this, we will write:

for c in candles
turnTo c
blow c

© 2023 CodeMonkey Studios Ltd 142 TOP

LESSON 12: For Loop to the Rescue Part 1: 15 Minutes
Introduction Cont.
Explanation 5 mins.

The “for” loop has two components: loop variable and array. The loop variable is a name we assign; it can be any name we want, like
in other variables. It is common to name it after the first letter of the array.

Recall that an array is a collection containing objects. For example, we have an array containing six bananas. Each banana gets its
own name, and all the bananas together have one name, which is the name of the array.

Open challenge 61 to demonstrate this point. Click on one of the bananas and two buttons will appear next to it. The upper one is
the name of this specific banana. You can click a different one and you will see that each banana has a different number in its name.
The lower button is the name of the array. These six bananas belong to an array called “bananas,” so no matter what banana we
click, for all of them the lower button will say “bananas.”

© 2023 CodeMonkey Studios Ltd 143 TOP

LESSON 12: For Loop to the Rescue Part 1: 15 Minutes
Introduction Cont.
Explanation 5 mins.

Now read the code on the right of the screen:

for (this tells the computer that there is a “for” loop here)
b (definition of the loop variable)
in (part of the “for” loop)
bananas (the name of the array)
turnTo b (b is the loop variable that refers to an object in the array)
step distanceTo b (b is the loop variable that refers to an object in the array)

Instead of writing the full name of the list next to every function, we must use the name of the loop variable which we defined in
the “for” loop.

© 2023 CodeMonkey Studios Ltd 144 TOP

LESSON 12: For Loop to the Rescue Part 2: 25 Minutes
Playtime
Log-in 1 min.

If needed, review log-in instructions here.

Playtime 24 mins.

All students should complete challenges 61-65 with at least two stars. Use your classroom dashboard to keep track of students’
achievements.
Use this time to walk around the class and help students who are struggling.

Practice

Encourage students who finish early to open skill mode on the map and complete unlocked challenges.
After completing challenges 61-65, skill challenges 6-1 – 6-3 are unlocked.

© 2023 CodeMonkey Studios Ltd 145 TOP

LESSON 12: For Loop to the Rescue Part 3: 5 Minutes
Debriefing
Walk-through 3 mins.

Open challenge 6-2 from skill mode.

Ask your students how they think this challenge should be solved. Let them debate and offer a few suggestions.

The trick in this challenge is to pay attention to the way the bananas are indexed. Click on the top left banana and show that its name is
“banana[0]”.

Click on the one next to it, and show that its name is “banana[2]”, meaning that “banana[1]” is placed somewhere else, probably under
the bridge. Keep going until the path the monkey should make is clear, and solve this challenge with your students:

for b in bananas
turnTo bridge
step distanceTo bridge
turnTo b
step distanceTo b

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LESSON 12: For Loop to the Rescue Part 3: 5 Minutes
Debriefing Cont.

Explanation 2 mins.

Remind your students what they learned in the previous lesson – the computer knows which object is first because of the index which is
visible in the object’s name.
We start at 0, then 1, 2 etc.
Whenever we want to involve all the elements of an array at once, like the six bananas in challenge 6-2, we have to take into
consideration the indexes of the array elements.

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LESSON PLANS:

Lesson 13 – Iterate Mate

In the previous lesson, your students were introduced to “for loops”, and through them to the concept of iteration
over a collection of objects. This lesson continues the work with for loops. Iterating over collections of objects is such a
fundamental concept in computer science and is used so frequently in writing code, that it is worthwhile to spend
some more time to practice using it.

© 2023 CodeMonkey Studios Ltd 148 TOP

LESSON 13: Iterate Mate

Objectives

In this lesson, students will:

• Learn how to use the loop variable in other
ways than passing it as an argument
• Practice for loops
• Complete challenges 66-70

© 2023 CodeMonkey Studios Ltd 149 TOP

LESSON 13: Iterate Mate

Components

step x
Terms:
step iteration,
-x (stepping algorithm
backwards)
turn left/right
times

© 2023 CodeMonkey Studios Ltd 150 TOP

LESSON 13: Iterate Mate

U.S. Standards Addressed

CSTA-K12 Computer Science Standards

• 1B-AP-9 • 2-AP-10
• 1B-AP-10 • 2-AP-11
• 1B-AP-12 • 2-AP-12
• 1B-AP-13 • 2-AP-14
• 1B-AP-15 • 2-AP-16
• 2-AP-17

© 2023 CodeMonkey Studios Ltd 151 TOP

LESSON 13: Iterate Mate Part 1: 10 Minutes
Introduction
Activity (1) 6 mins.

Recall with your students that a “for loop” repeats an action for every element of a collection, for example turning to and stepping to
every banana on the screen. This process is called iteration. We say that we iterate over the collection of bananas. We can also
iterate over a collection of other types of objects and do other types of operations with them. For instance, we can iterate over a
collection of students and tell each one of them to step.

Ask for three volunteers and tell them they belong to the collection “students”. Instruct them to stand shoulder to shoulder with
their backs to the wall. Ask a fourth student to write on the whiteboard a block of code that makes all of them take one step forward.
Ask for a solution without a loop, first.

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LESSON 13: Iterate Mate Part 1: 10 Minutes
Introduction Cont.
Activity (1) Cont. 6 mins.

Note: an answer such as students.step 1 is not acceptable because the array does not have a function that causes all its members to
step. The correct answer would be:

students[0].step 1
students[1].step 1
students[2].step 1

Remember that the counting starts from 0!

Now, ask a fifth student to write a solution with a loop. The answer should be something like the following. (Pay attention to
indentation.)
for s in students
s.step 1
Ask your students to identify the array and loop variable.
Answer: the array is students and the loop variable is s.
Explain that this is a new way to use loops: the loop variable is before the dot and the function name because rather than carrying
out an action on the array element (e.g. turning to a banana) we are instructing the array element to carry out an action (tell the
student to step).

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LESSON 13: Iterate Mate Part 1: 10 Minutes
Introduction Cont.
Activity (2) 4 mins.

Ask one of the students to stand with their back to the wall, at a distance that is more than one step, but that is not specified.

Ask other students if they can guess how to use the minus sign (-) to write one line of code that would make that student step
backwards to the wall without turning. They can use the words “wall”, “step”, “distanceTo”, and “student”. Point out to the students
that we do not know the distance to the wall and are not supposed to guess.
The correct answer is
student.step -distanceTo wall

Why is the - in front of the word distanceTo?

Explain the process that happens in the computer when this line of code is executed:

The computer calculates “distanceTo wall”, and replaces the words “distanceTo wall” in the code by the answer. For example, if the
distance is 2 the result is student.step -2. Then the computer executes the function step with the argument -2 which is translated to
“2 steps backwards”. Altogether, it is as if “step -distanceTo wall” is translated to “step backwards distanceTo wall”.

© 2023 CodeMonkey Studios Ltd 154 TOP

LESSON 13: Iterate Mate Part 2: 25 Minutes
Playtime
Log-in 1 min.

If needed, review log-in instructions here.

Playtime 5 mins.

All students should complete challenges 66-70 with at least two stars. Use your classroom dashboard to keep track of students’
achievements.

Use this time to walk around the class and help students who are struggling.

© 2023 CodeMonkey Studios Ltd 155 TOP

LESSON 13: Iterate Mate Part 2: 25 Minutes
Playtime Cont.
Walk-through (1) 5 mins.

When your students are at or near challenge 67, call for their attention. Open challenge 67 and click reset. Show the students that
the initial code has “turnTo raft” in the inside of the loop. Tell them that in order to solve this challenge with 3 stars, it is important
not to delete this code, but instead to base your solution on it.

Solve the challenge together with your students.

Copy the layout of this challenge onto the whiteboard and ask a student to draw the route of the monkey and use a different color
each time the inside of the loop is executed.
Each one of the colors will show a path that starts at an end, goes to the raft at the center and goes on to the next end. Remind
your students that this process is called iterating over the array of bananas.
Tell them that each time the inside of the loop is executed, i.e. each color, is called a single iteration.

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LESSON 13: Iterate Mate Part 2: 25 Minutes
Playtime Cont.
Playtime 14 mins.

Students continue working on challenges 66-70.

Practice

Encourage students who finish early to open skill mode on the map and complete unlocked challenges.
After completing challenges 66-70, skill challenges 6-4 – 6-7 are unlocked.

© 2023 CodeMonkey Studios Ltd 157 TOP

LESSON 13: Iterate Mate Part 3: 10 Minutes
Debriefing

Walk-through (1) 2 mins.

Open challenge #68 and reset the code. Ask your students how they solved this challenge.

You can use your classroom dashboard to anonymously show different solutions your students wrote.

Explain that the trick in this challenge is understanding that the array we are dealing with contains the islands and not the bananas.
Show the correct solution.

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LESSON 13: Iterate Mate Part 3: 10 Minutes
Debriefing Cont.

Walk-through (2) 2 mins.

Open challenge #70 and reset the code.

Solve the challenge with your students and use the negative sign (-) in order to get the monkey back to the turtle every time without
having to turn. This way you will get a 3-star score.

Optional: In order to further demonstrate the point about the negative sign, especially if your students have learned negative numbers
and basic algebra, you can show them the following solution for challenge 70. It is also a 3-star solution, and it shows how to use a
negative sign in front of a variable in order to negate the value of the variable:

for b in bananas
x = distanceTo b
step x
step –x
turtle.step 8

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LESSON 13: Iterate Mate Part 3: 10 Minutes
Debriefing Cont.

Explanation 6 mins.
Explain to your students that an algorithm is a step-by-step set of operations that are performed in order to solve a problem or to get a
certain task done.

Explain that in computer programming, there are often many ways (algorithms) to accomplish any given task. An algorithm may have
advantages and disadvantages in different situations compared to other algorithms that accomplish the same or similar tasks.

Advantages may be related to time and resource consumption, readability, and differences in behavior or functionality.

The solutions we write for each challenge are representations of algorithms.

In other words: a sequence of statements describes the algorithm we want the computer to carry out, in a programming language.
There are many ways of representing an algorithm, such as flow diagrams, pseudo-code, visual block-coding, and sequences of
statements in various programming languages.

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LESSON PLANS:

Lesson 14 – Crocodile Rock

In this lesson, your students will continue to explore and practice their “for” loop writing skills. Challenge 75 marks the
end of the second chapter of Coding Adventure.

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LESSON 14: Crocodile Rock

Objectives

In this lesson, students will:

• Review the concept of array indexing
• Continue practicing with loops
• Complete the second part of CodeMonkey
• Use nested loops
• Complete challenges 71-75

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LESSON 14: Crocodile Rock

Components

step x
stepTerms:
-x (stepping backwards)
nested loops
turn left/right
times

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LESSON 14: Crocodile Rock

U.S. Standards Addressed

CSTA-K12 Computer Science Standards

• 1B-AP-9 • 2-AP-10
• 1B-AP-10 • 2-AP-11
• 1B-AP-12 • 2-AP-12
• 1B-AP-13 • 2-AP-14
• 1B-AP-15 • 2-AP-16
• 2-AP-17

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LESSON 14: Crocodile Rock Part 1: 10 Minutes
Introduction
Explanation (1) 6 mins.

Ask your students, “Do you think the order in which the monkey catches the bananas in the “for” loops is random or set in a
particular way?”

The answer is that the order is set. As we have learned earlier in the course, each banana has its own number, called an index.

The index represents the banana’s location in the collection. The first banana in the collection is banana[0], the second banana is
banana[1], and so on.

When the computer executes this loop, it essentially replaces the variable name with the first item in the collection. After it is done
with the first item, it moves on to the second, and so on.

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LESSON 14: Crocodile Rock Part 1: 10 Minutes
Introduction Cont.
Explanation (1) Cont. 6 mins.

For example, we have this “for” loop:

for b in bananas
turnTo b
step distanceTo b
The first time this loop will run, the computer will “read” it like this:
turnTo banana[0]
step distanceTo banana[0]
Next, it would start over with the next banana:
turnTo banana[1]
step distanceTo banana[1]
And so on, until all bananas are caught.

© 2023 CodeMonkey Studios Ltd 166 TOP

LESSON 14: Crocodile Rock Part 1: 10 Minutes
Introduction Cont.
Explanation (2) 4 mins.

Today your students will meet a new character - the Crocodile.

Crocodiles are used to form a bridge on water in order to help the monkey reach the bananas. Crocodiles can only “turn” or
“turnTo”. We can create “for” loops for crocodiles as well. Instead of telling each crocodile to turn separately, we can write:

for c in crocodiles
c.turnTo banana

This “for” loop is a little different. Remember when we had to tell the turtle to turtle.step? Well, crocodiles are the same. We have to
tell them to crocodile.turnTo, which is why the loop’s variable is before the name of the function (before turnTo). Ask your students
to guess how the computer will read this.

Answer: ...crocodile[0].turnTo banana, ...crocodile[1].turnTo banana etc.

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LESSON 14: Crocodile Rock Part 2: 30 Minutes
Playtime
Log-in 1 min.

For log-in instructions, click here.

Playtime 14 mins.

All students should complete challenges 71-75 with at least two stars. Students 12 and up should complete all challenges with 3
stars. Use your classroom dashboard to keep track of student achievements.

Use this time to walk around the class and help students who are struggling.

© 2023 CodeMonkey Studios Ltd 168 TOP

LESSON 14: Crocodile Rock Part 2: 30 Minutes
Playtime Cont.
Explanation 5 mins.

When your students are approaching challenge 75, ask for their attention to discuss one other topic.

A “nested loop” is a loop inside of a loop. When using a nested “for” loop, the inner loop is executed fully over and over again. For
every element of the outer loop, the inner loop is executed from start to end, and then that whole process repeats for the next
element in the outer loop, and so on.

Imagine we are looking for a person in a five-story building. Each level has a different number of rooms. How do we make sure we
search every room on every floor? Show the following code. Note that everything after a pound symbol (#) is not executed, we will
learn about this later. Pay attention to indentation.

for f in floors
for r in roomsOf f
search r # I go first
goUp # I go only after “search” is done

This outer loop executes the inner loop for every floor. First, we will check all the rooms on the first floor. After we are done with
all the rooms, we will move one floor up. The inner loop will then start over for the second floor, and so on.

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LESSON 14: Crocodile Rock Part 2: 30 Minutes
Playtime Cont.
Playtime 10 mins.

Students continue working on challenges 71-75

Practice

Encourage students who finish early to open skill mode on the map and complete unlocked challenges.
After completing challenges 71-75, skill challenges 6-8 – 6-15 are unlocked.

Quiz

After completing challenges 61 – 75, you can assign your class the third quiz – Part 1: For Loops. The quiz includes 4 challenges. You
can assign quizzes from the Quizzes tab on your teacher dashboard.

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LESSON 14: Crocodile Rock Part 3: 5 Minutes
Debriefing
Explanation 2 mins.
Recall with your students that an algorithm is a step-by-step set of operations to be performed in order to solve a problem or to get a
certain thing done.
Remind your students that in computer programming, there are often many different ways (algorithms) to accomplish any given task.
An algorithm may have advantages and disadvantages in different situations compared to other algorithms that accomplish the same or
similar task.
Advantages may be related to time and resource consumption, readability, and differences in behavior or functionality.
Demonstration 3 mins.

Open challenge #74 and ask your students how they solved this challenge. There are two ways to solve this challenge; both will give
three stars. Can your students guess the two ways?

Answers: c.turnTo raft OR c.turnTo banana

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LESSON PLANS:

Lesson 15 – Let’s Build Something!

This lesson introduces students to Challenge Builder. Using this platform, your students will be able to create their
own Coding Adventure challenges. They will also be able to share and solve each other’s challenges.

© 2023 CodeMonkey Studios Ltd 172 TOP

LESSON 15: Let’s Build Something

Objectives

In this lesson, students will:

• Become familiar with Challenge Builder
• Create their own Coding Adventure Challenge
• Solve challenges created by their classmates

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LESSON 15: Let’s Build Something

U.S. Standards Addressed

CSTA-K12 Computer Science Standards

• 1B-AP-9 • 2-AP-10
• 1B-AP-10 • 2-AP-11
• 1B-AP-12 • 2-AP-12
• 1B-AP-13 • 2-AP-14
• 1B-AP-15 • 2-AP-16
• 2-AP-17

©
© 2023
2023 CodeMonkey
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LESSON 15: Let’s Build Something Part 1: 20 Minutes
Introduction

Discussion 10 mins.

Ask your students:

“What Computer Science concepts have we learned so far?”

Here are a few: Objects, loops, variables.

Ask students to give short explanations for each topic.

© 2023 CodeMonkey Studios Ltd 175 TOP

LESSON 15: Let’s Build Something Part 1: 20 Minutes
Introduction Cont.
Walk-through 10 mins.

Today you will get the opportunity to create your very own Coding Adventure challenges.

You can also review the Challenge Builder User Guide.

Complete the following steps to introduce your students to Challenge Builder:

1. Log into your CodeMonkey account and click on My Creations (https://app.codemonkey.com/creations)

2. Scroll down to “My Challenges” and click on “CREATE NEW”

3. A pop-up message will appear with Gordo. This is where you will write the instructions for your challenge. You can also edit this
later on by clicking on Gordo. Click “OK”.

4. Explain that similarly to the game, in Challenge Builder, the left-side is the stage and the right-side is the editor (where we write
the code).

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LESSON 15: Let’s Build Something Part 1: 20 Minutes
Introduction Cont.
Walk-through Cont. 10 mins.

5. The code in the right tab is important so we should not delete it. Click on the code with the mouse and you will see that it is
locked. If we want to unlock, it we can click on the little lock next to the word “configurations”. But for now, keep it locked.

6. Look at what is written in the configuration tab. What do you think the meaning of this is? This code lets the computer know
where to put the monkey and the banana on the stage. The “x” is responsible for the horizontal location, and the “y” is responsible
for the vertical location. Click and drag the monkey and show how the numbers change.

7. “rotation” indicates the direction the monkey is facing. Hover over the monkey and you will see a small rotation icon, click and
drag it and show how the numbers change on the left.

8. Click on the plus sign to add characters and objects to your challenge. Choose a few animals/objects and add them to your
challenge. Show how their names and location were added to the code on the left.

8. The 3 colorful squares lets us choose the theme of our challenge. Your students probably know the themes from the game. They
can choose between the green forest, the lake, the desert, snow and more. Choose a theme and click on “change”. Show how
the name of the theme was added to the editor on the left.
© 2023 CodeMonkey Studios Ltd 177 TOP
LESSON 15: Let’s Build Something Part 1: 20 Minutes
Introduction Cont.
Walk-through Cont. 10 mins.

10. Drag one of the objects on the screen to the trash can to see what happens. Show that if you try to drag the monkey to the
trash, it will not be deleted.
11. Hover over one of the objects and click on the duplicate button. We can add as many objects as we want, but we can only
have one monkey.
12. Hover over the buttons below to show that a negative sign appears. If you click on them, the button will not be visible to the
person who will be solving this challenge. Accidentally deleted something that you need? no worries, just click on the plus sign and
choose which buttons to show.
13. Click on the “Challenge Solution” tab to show your students that they can solve their own challenge inside the builder. If they
want to share their challenge, they must solve it first.
14. Click on save. After the pop-up indicates that the challenge is saved, they students can continue editing the challenge. Note
that the solution is saved by clicking on “SUBMIT” and not when you save the challenge.
14. If your students want to share their challenge (after solving it), they can click on “share”, the entire classroom could play the
challenge they build.
15. Show that you can see the challenge you created under “My Creations” tab (scroll down to “My Challenges”) and that you can
edit, delete or share them by clicking on the arrow in the top right corner of each challenge.

© 2023 CodeMonkey Studios Ltd 178 TOP

LESSON 15: Let’s Build Something Part 2: 20 Minutes
Playtime
Log-in 1 min.

To review the log-in instructions, please click here.

Building time 19 mins.

Students build challenges using Challenge Builder. They can build as many challenges as they want, and they can share them with
the classroom. Encourage them to play challenges built by other students if they are done.

© 2023 CodeMonkey Studios Ltd 179 TOP

LESSON 15: Let’s Build Something Part 3: 5 Minutes
Debriefing
Discussion 5 mins.
• Did you enjoy building your own challenges?
• How many challenges did you build?
• Did you play a challenge created by another student?
• Did you solve a challenge created by another student?
• Now that you built your first challenge, what more do you want to build?

Optional

Show a challenge created by a student in your classroom and try to solve it with everyone.

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LESSON PLANS:

Lesson 16 – Fundamental Stars Party!

In this lesson, your students will revisit challenges they have already solved but received only one or two stars for their
solution. By the end of this lesson, all of your students should have perfect three-star scores on every challenge in
Coding Adventure Part 1: Fundamentals.

© 2023 CodeMonkey Studios Ltd 181 TOP

LESSON 16: Fundamental Stars Party!

Objectives

In this lesson, students will:

• Revisit challenges where they received one
or two stars
• Solve all challenges with three stars

© 2023 CodeMonkey Studios Ltd 182 TOP

LESSON 16: Fundamental Stars Party!

U.S. Standards Addressed

CSTA-K12 Computer Science Standards

• 1B-AP-9 • 2-AP-10
• 1B-AP-10 • 2-AP-11
• 1B-AP-11 • 2-AP-12
• 1B-AP-12 • 2-AP-13
• 1B-AP-13 • 2-AP-14
• 1B-AP-15 • 2-AP-16
• 2-AP-17

© 2023 CodeMonkey Studios Ltd 183 TOP

LESSON 16: Fundamental Stars Party! Part 1: 20 Minutes
Introduction
Prior to class: Check your teacher dashboard for challenges where a high number of
students struggled to get three stars.

Walk-through 15 mins.

Choose two or three challenges that got a relatively high number of blue or red stars, and solve them together in class with your
students.

© 2023 CodeMonkey Studios Ltd 184 TOP

LESSON 16: Fundamental Stars Party! Part 2: 25 Minutes
Playtime
Playtime 25 mins
Once they are logged in, instruct them to click the map (upper-right corner) and find challenges where they got one or two stars.

At the end of class, all students should have three stars in all the first 75 CodeMonkey challenges.
Students who completed all the first 75 challenges with 3 stars should proceed to complete unlocked skill challenges, or get 3 stars
in skill challenges they already solved.

If any of your students finished all 75 challenges and all skill challenges with 3 stars, ask them to help their fellow classmates.

© 2023 CodeMonkey Studios Ltd 185 TOP

LESSON 16: Fundamental Stars Party! Part 2
Quizzes
Quizzes

There are three quizzes in this part:

1. Part 1: Sequencing, Objects & Times Loops – 5 challenges
2. Part 1: Variables & Indexes – 5 challenges
3. Part 1: For Loops – 4 challenges

You can assign quizzes to your class from the Quizzes tab on your teacher dashboard.

© 2023 CodeMonkey Studios Ltd 186 TOP

LESSON 16: Fundamental Stars Party! Part 3: 5 Minutes
Debriefing
Explanation 5 mins.

Discuss briefly with your students the importance of writing short code.

In Coding Adventure, when we get two stars, it means there is a shorter way to reach the same end result. Either we have lines of code
that are unnecessary for reaching the end result, or there is a shorter solution, like using a loop.

Imagine that every time you wanted to go to your next class, you had to first go home and then come back and go to the classroom. It
does not make any sense to do that. Writing long code is the same. If there is a shorter way to do the same thing, it does not make any
sense to do it the long way.

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LESSON PLANS:
Reference Card
Keyword/Button Description

To make the monkey “step” a certain distance, we have to write “step X” using the number of steps
we want the monkey to take. For example, if we want the monkey to walk 10 steps, we will write
“step 10”. Pressing the step button at the bottom of the editor will enter “step” into your code.

“Turn” should be accompanied by a direction (left/right) or degrees (45ᵒ, 90ᵒ, 180ᵒ).

Examples: “turn right”, “turn 90”
Pressing the turn button will write the word “turn” in your code.

“Left” and “right” are used after the statement “turn” to make the monkey turn in the desired
direction.
Pressing the left or right buttons will write the word “left” or “right” in your code accordingly.

“turnTo” is another way of turning. Instead of using direction or degrees, we are asking the monkey
to turn to a specific object, for example, “turnTo banana”. Pressing the turnTo button will write the
word “turnTo” in your code.

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LESSON PLANS:
Reference Card Cont.
Keyword/Button Description

A simple loop is a sequence of instructions that repeats a specified number of times.

For example:
3.times ->
step 5
turn left
In this example, the monkey will repeat “step 5, turn left” three times. The instructions we write in the
loop should be written underneath it with an indentation (....). You can do that by pressing the Tab key
on the keyboard. Pressing the times button will write the beginning of a simple loop in your code:
“3.times - >”.

Assignments to variables. A variable is like a storage unit: we store data in it, and we use it only when
we need it. An assignment to a variable is constructed out of an identifier and a value. This separation
x = 10
of name and value allows the name to be used independently of the information it represents. We can
step x
use X when writing the program, without knowing what its value will be when the instructions will be
carried out.

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LESSON PLANS:
Reference Card Cont.

Keyword/Button Description

“say” will make a speech bubble appear next to the monkey with the text we entered, for example:
will make the monkey say “Boo!”
We use quotation marks (“ ”) around the phrase we want the monkey to say in order for the computer
to understand that the text we entered is not a variable. Try using “say” when there is a rat
around. Pressing the say button will write the word “say” in your code.

“distanceTo” is used with another statement like “step” or “say” and an object. Using “distanceTo” is
like asking a question, for example, “What is the distance to the banana?” The answer is a number,
calculated by the computer, that represents the distance.
For example:
step distanceTo banana
The computer will measure the distance between the monkey and the object (banana). Then it will use
the resulting number to carry out as instructed, using the measured value as the argument for
“step”. Pressing the distanceTo button will write the word “distanceTo” in your code.

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LESSON PLANS:
Reference Card Cont.
Keyword/Button Description

This is a “for” loop. A “for” loop is used when we have a collection of objects and we want to repeat an
action that relates to each one of them specifically. The “for” loop will keep going until all the actions
are done on all the objects in our collection (array). When the computer executes this loop, it replaces
the variable name with the first item in the collection. After it is done with the first item, it moves on to
the second, and so on. We can also use a “for” loop inside of a “for” loop; the example on the below is
taken from challenge #75. Pressing the for button will write the following text in your code.
Note the comment line –
for name in array
# Your code here
Example:
for b in bananas
for c in crocodiles
c.turnTo b
turnTo b
step distanceTo b

Pressing the run button will make the code on the right run. You can see the outcome by looking at the
scene on the left.

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LESSON PLANS:
Reference Card Cont.

Keyword/Button Description

The reset button will erase everything you wrote in the code on the right and will reset the code to how
it was at the beginning of the challenge.

The ruler is a tool to help you measure the distance between different objects in the game, for
example, the distance between the monkey and the banana. The ruler can also help you measure
angles that the monkey or turtle has to turn in order to face another object on the screen, like a
banana. To use the ruler, click it once, and then use your mouse to move the ruler to the point you
want it to start measuring from. Click the mouse again, and then drag it to the end point. A number will
appear at the end point to indicate the distance. Use this number with the “step” statement. Another
number will appear near the starting point, this number indicates the angle from the first object to the
second one, use it with the “turn” statement.

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LESSON PLANS:
Reference Card Cont.

Keyword/Button Description

After each challenge, you’ll receive a star-rating for your solution. The stars are distributed as so:
● First star is given if you got all bananas
● Second star is given if you used what you learned
● Third star is given if your code is short and to the point

© 2023 CodeMonkey Studios Ltd 193 TOP

LESSON PLANS:
Character Review
Character Description

Gordo, named after the first ape in space, is the guide who will help you and give you instructions along
the way. His remarks are both funny and helpful. You can always click him to re-read the instructions.

The monkey is the main character. You will have to help him collect bananas by writing lines of code.
Just so you know, monkeys don’t like to get wet, and they are very friendly.

In challenge #13, you will meet our trusty turtle. The turtle will help you get those sneaky bananas. In
order to instruct the turtle to “turn” or “step”, we have to click it first. This will write its name in the
code, and then separate it from the action we want it to take using a dot (.).
For example:
turtle.step 10

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LESSON PLANS:
Character Review Cont.

Character Description

In challenge 55 you will meet the beavers. The Beavers like wood very much, and they have agreed to
help you cross the water and get more bananas by stepping on their wood. They can only “step”
forward and backwards. To use them we need to use a dot (.) between their name and the action we
want them to take.
For example:
beavers[0].step 10

Crocodiles are introduced in challenge #71. They are used to form a bridge on the water, to help the
CodeMonkey reach bananas. They can only “turn” or “turnTo”. We usually use crocodiles with “for”
loops.
For example:
for c in crocodiles
c.turn right

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Great Job!
You have Completed

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