FALL SEMESTER | SUMMER SCHOOL | SPRING SEMESTER

LESSON PLANNER
Your guide to planning a semester of coding with Kodable.

Included in this packet:

How to use this document
Kodable Lesson 1
Planner Here you'll find the Kodable concept overview and the scope
and sequence for each grade level. Review these documents
Kodable K-5 2
and use the lesson planning page to organize your semester.
Concept Overview
There are spaces for you to write in what each grade will work
5th Grade Scope & 5 on each week.
Sequence
Kodable lessons are designed to be taught once a week for 50
4th Grade Scope & 9
Sequence
minutes to get the most out of your classroom time. Most
Kodable teachers have time for ~12 weeks of instruction, but
3rd Grade Scope & 12 feel free to use more or less time depending on your
Sequence schedule.

2nd Grade Scope & 15

Sequence You can find all of the lessons listed in this document on your
teacher dashboard.
1st Grade Scope & 18 SINCERELY,
Sequence THE KODABLE TEAM

Kindergarten Scope 21
& Sequence
Semester:

School:

Week Kinder 1st grade 2nd grade 3rd grade 4th grade 5th grade
1

10

11

12

Flex Weeks
13

14

15

16

17

18

1
 Kodable Computer Science Curriculum K-5 Concepts Overview
Unit Name Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade
Sequence Introduction to Apply algorithms Decompose a real- Decipher between Identify a problem Identify a problem
coding as a to complete world problem into problems that can that can be solved that can be solved
language. computational tasks sub steps. and cannot be computationally and computationally and
.
solved form one possible form multi-step
Predict the outcome
Explore the role computationally. multi-step solution. solutions, selecting
Apply sequence to of scripts, consider
humans play in • 10 lessons the best possible
robotics and math. potential errors. • 10 levels
making machines • 13 lessons
Apply algorithms to and explaining why.
• 11 lessons
function. • 25 levels complete • 10 lessons
• 15 levels
computational tasks • 10 levels
Apply basic across disciplines.
commands to move • 10 lessons
through simple • 10 levels
mazes.
• 8-13 lessons
• 25 levels

Conditions Introduction to logic Apply simple Solve mazes with Satisfy “if, then” Justify decisions Justify decisions
statements. conditions to solve multiple conditions. statements in a with increased with increased
mazes. program. complexity. complexity.
Alter the path of a Justify decisions
program using Unlock the ability to with increased Justify decisions Demonstrate an Demonstrate an
conditions. design and share complexity. with increased understanding of understanding of
• 6 lessons mazes. complexity. logic statements, logic statements,
• 25 levels • 7 lessons Design and share considering considering
• 25 levels mazes. Design and share observations, observations,
• Maze Maker • 7 lessons mazes. events, and events, and
• 25 levels • 4 lessons relationships relationships
• Maze Maker • 10 levels between objects. between objects.
• Maze Maker • 3 lessons • 3 lessons
• 10 levels • 10 levels
• Maze Maker • Maze Maker

For a detailed scope and sequence of lessons and outcomes, see the detailed view for each grade level. 1
2
 Kodable Computer Science Curriculum K-5 Concepts Overview
Loops N/A Introduction to Introduction to Automate solutions Automate solutions Automate solutions
elements of code elements of code by using loops. by using loops. by using loops.
that increase that increase
efficiency. efficiency. Apply different Apply different Apply different
programming programming programming
Begin to automate Automate solutions elements to solve a elements to solve a elements to solve a
solutions with loops. with loops. problem. problem. problem.
• 3 lessons • 6 lessons • 6 lessons • 4 lessons • 3 lessons
• 10 levels • 25 levels • 25 levels • 15 levels • 10 levels
• Maze Maker • Maze Maker • Maze Maker • Maze Maker • Maze Maker

Functions N/A N/A Test and refine Recognize daily Identify ways to Identify ways to
automated routines that can be store and reuse data store and reuse data
solutions. broken down into a in a program. in a program.
series of steps we
Recognize patterns repeat with Test and refine Test and refine
and repetition in automaticity. automated solutions automated solutions
code. in programs to in programs to
Test and refine determine determine
Store and reuse automated solutions maximum efficiency. maximum efficiency.
code that repeats in in programs to • 7 lessons • 4 lessons
programs. determine • 25 levels • 10 levels
• 4 lessons maximum efficiency.
• 10 levels • 7 lessons
• Maze Maker • 25 levels
• Maze Maker

Variables N/A N/A N/A Classify different Classify different Classify different
types of data used types of data used types of data used
by a computer. by a computer. by a computer.

Define and identify Define, identify, Define, identify,

variables in a apply variables apply variables
program. within a program. within a program.
• 5 lessons • 5 lessons • 5 lessons
• 45 levels • 45 levels • 45 levels
• Game Designer • Game Designer • Game Designer
For a detailed scope and sequence of lessons and outcomes, see the detailed view for each grade level. 2
3
 Kodable Computer Science Curriculum K-5 Concepts Overview
Object- N/A N/A N/A N/A Connect Connect
Oriented foundational foundational
Programming programming programming
concepts to specific concepts to specific
programming programming
languages. languages.
• 3 lessons • 3 lessons

Classes and N/A N/A N/A N/A Describe the Describe the
Objects relationship relationship
between efficiency between efficiency
and object-oriented and object-oriented
programming. programming.

Compare and Compare and

contrast contrast
characteristics of characteristics of
similar objects. similar objects.
• 1 lesson • 5 lessons
• 2 levels • 10 levels

Properties N/A N/A N/A N/A N/A Modify data to

change a specific
outcome.

Organize code
following syntax
rules, grouping,
naming, and other
levels of
organization.
• 5 lessons
• 10 levels

For a detailed scope and sequence of lessons and outcomes, see the detailed view for each grade level. 3
4
 Kodable 5th Grade Scope and Sequence

Unit Themes Timeline Unit Description Lessons Optional Levels

Integrations
Sequence – Communication, 4-10 weeks Students apply algorithms to • Introduction to • Pizza Party – 5 • “1,2, 3 Roll” 1.1- 1.5
Order of Coding as a complete computational tasks Coding day project • “Buggy Basics” 1.21-1.25
Language (Math with
events Students complete levels using Freckle)
• Digital Citizenship
directional arrows to move blueFuzz • Robotics 1:
through the mazes of Smeeborg • Sequence 1: Introduction
Introduction (Wonder
Debug code by finding and fixing Workshop)
mistakes in given scripts • Sequence 5: • Robotics 2:
Capstone Sequence and
Robotics
(Wonder
Workshop)
Conditions – Logic, Decision- 2-3 weeks The role humans play in making • Conditions 1: • 2.1-2.5: “If Fuzz, then
“If, then” making processes machines function Introduction Roll”
• 2.21-2.25: “Bugs Away”
logic “If, then” logic statements and the • Conditions 5:
decision-making process computers Conditions
follow Capstone

Mazes require conditions to alter the • Captain

path of the program Conditions: Maze
Maker
Maze Maker feature unlocks
Loops – Repetition, 3-4 weeks Introduces automating solutions • Loops 1: • Robotics 3: • 3.1-3.5: “Loopy Lessons”
Repeating Automation Introduction Loops • 3.21-3.25: “Loopy Bugs”
Identify how automation saves
portions of
programmers time and minimizes • Loops 2: Algorithm
code the chance of errors (bugs) occurring on Repeat

Identify patterns of repetition and • Loops 5: Loops

simplify solutions with automation Capstone

5
 Kodable 5th Grade Scope and Sequence

Functions – Repetition, 5-7 weeks Builds on automating solutions and • Familiar Functions • Robotics 4: • 4.1-4.5: “Functions 101”
Named bit of Automation, pattern recognition Events and • 4.6-4.10: “Functions Pro”
Efficiency • Functions 1: Functions • 4.11-4.15: “Fuzzy Funk”
code for later Real world examples relate storing Introduction • 4.16-4.20: “Functions +”
use repetitive processes in our brains to • 4.21-4.25: “Funky Bugs”
how functions are stored in code • Functions 2: Don’t
Repeat Yourself
Introduced to the function
command, which stores and reuses a • Functions 3: Save
series of commands that repeat and Reuse

• Functions 4: No
Bugs Allowed

• Functions 5:
Functions
Capstone
Variables – Data Types, Input 5 weeks Bridges the gap between • String Variables 1: Celestial Strings
Data items and Output foundational coding skills and Introduction • 5.1- 5.5: “String Beans”
beginning to read and write • 5.6-5.10: “Sinking
that hold JavaScript. • String Variables 2: Strings”
values Name Game • 5.11-5.15: “Super
Teaches 3 variable types: Strings, Strings”
Integers, and Arrays • Integer Variables Interstellar Ints
1: Introduction • 6.1-6.5: “Int-ro”
Game levels use colors (strings), • 6.6-6.10: “Do it, two Int”
numbers (integers), and a • Arrays Variables 1: • 6.11-6.15: “Whole
combination of the two (arrays) to Introduction Intchilada”
clear an asteroid field with the Radiant Arrays
correct variable types • Array Variables 2: • 7.1-7.5: “Ordinal Arrays”
Save Room • 7.6-7.10: “Array Parade”
• 7.11-7.15: “Hip, Hip,
Arrays!”

6
 Kodable 5th Grade Scope and Sequence

Object Review of 3 weeks Review of foundational concepts • OOP 1: Concepts Review

Oriented foundational before students move into modifying Review • Smeeborg levels
concepts l JavaScript syntax • OOP 2: Concepts • Asteroidia levels
Programming
Review • Maze Maker
Framework All activities are unplugged and • OOP 3: • Game Designer
of many designed for whole-group Introduction to
programming participation JavaScript
languages

Classes and Classification, 5 weeks Explore similarities and differences • Classes 1: • 8.1-8.2: “Time for Slime”
Objects Javascript between familiar real-world objects Introduction • 8.5-8.6: “Instantiate
• Classes 2: That”
Classification Begin to create towers (objects) Classifying Objects • 8.7-8.8: “Classy Crew”
system from the Tower class, preparing to • 8.9-8.10: “Classy Code”
learn about modifying properties of • Classes 3: Creating
towers to change how they look and a Class
what they can do
• Classes 4: Objects
and Classes

• Classes 5: Classes
Capstone
Properties Traits, JavaScript 5 weeks Students examine features that • Properties 1: • 9.1-9.2: “PROPin’ Fresh”
Modifiable describe people in their lives, Introduction • 9.3-9.4: “PROPer Form”
characters in books, and classroom • 9.5-9.6: “PROPerty of”
variables in objects. • Properties 2:
OOP Describe an Object
On-screen: Students modify tower
properties to change the way towers • Properties 3:
look and behave. Objects and
Variables

• Properties 4:
JavaScript Syntax

• Properties 5:
Properties
Capstone

7
 Kodable 5th Grade Scope and Sequence

Functions Automation, 3 weeks On-Screen: Students use functions to • Lessons coming • 10.1-10.2 “Bring the
Reusable Efficiency, complete complex tasks. 2019-2020 school FUNC”
JavaScript year • 10.3-10.4 “Fact or
section of
FUNCTION”
code • 10.5-10.6 “Funky Town”

8
 Kodable 4th Grade Scope and Sequence

Unit Themes Timeline Unit Description Lessons Optional Levels

Integrations
Sequence – Communication, 4-10 weeks Students apply algorithms to • Introduction to • Pizza Party – 5 • “1,2, 3 Roll” 1.1- 1.5
Order of Coding as a complete computational tasks Coding day project • “Buggy Basics” 1.21-1.25
Language (Math with
events Students complete levels using • Digital Citizenship Freckle)
directional arrows to move blueFuzz • Robotics 1:
through the mazes of Smeeborg • Sequence 1: Introduction
Introduction (Wonder
Debug code by finding and fixing Workshop)
mistakes in given scripts • Sequence 5: • Robotics 2:
Capstone Sequence and
Robotics
(Wonder
Workshop)
Conditions – Logic, Decision- 2-3 weeks The role humans play in making • Conditions 1: • 2.1-2.5: “If Fuzz, then
“If, then” making processes machines function Introduction Roll”
• 2.21-2.25: “Bugs Away”
logic “If, then” logic statements and the • Conditions 5:
decision-making process computers Conditions
follow Capstone

Mazes require conditions to alter the • Captain

path of the program Conditions: Maze
Maker
Maze Maker feature unlocks
Loops – Repetition, 3-4 weeks Introduces automating solutions • Loops 1: • Robotics 3: • 3.1-3.5: “Loopy Lessons”
Repeating Automation Introduction Loops • 3.21-3.25: “Loopy Bugs”
Identify how automation saves
portions of
programmers time and minimizes • Loops 2: Algorithm
code the chance of errors (bugs) occurring on Repeat

Identify patterns of repetition and • Loops 5: Loops

simplify solutions with automation Capstone

9
 Kodable 4th Grade Scope and Sequence

Functions – Repetition, 5-7 weeks Builds on automating solutions and • Familiar Functions • Robotics 4: • 4.1-4.5: “Functions 101”
Named bit of Automation, pattern recognition Events and • 4.6-4.10: “Functions Pro”
Efficiency • Functions 1: Functions • 4.11-4.15: “Fuzzy Funk”
code for later Real world examples relate storing Introduction • 4.16-4.20: “Functions +”
use repetitive processes in our brains to • 4.21-4.25: “Funky Bugs”
how functions are stored in code • Functions 2: Don’t
Repeat Yourself
Introduced to the function
command, which stores and reuses a • Functions 3: Save
series of commands that repeat and Reuse

• Functions 4: No
Bugs Allowed

• Functions 5:
Functions
Capstone
Variables – Data Types, Input 5 weeks Bridges the gap between • String Variables 1: Celestial Strings
Data items and Output foundational coding skills and Introduction • 5.1- 5.5: “String Beans”
beginning to read and write • 5.6-5.10: “Sinking
that hold JavaScript. • String Variables 2: Strings”
values Name Game • 5.11-5.15: “Super
Teaches 3 variable types: Strings, Strings”
Integers, and Arrays • Integer Variables Interstellar Ints
1: Introduction • 6.1-6.5: “Int-ro”
Game levels use colors (strings), • 6.6-6.10: “Do it, two Int”
numbers (integers), and a • Arrays Variables 1: • 6.11-6.15: “Whole
combination of the two (arrays) to Introduction Intchilada”
clear an asteroid field with the Radiant Arrays
correct variable types • Array Variables 2: • 7.1-7.5: “Ordinal Arrays”
Save Room • 7.6-7.10: “Array Parade”
• 7.11-7.15: “Hip, Hip,
Arrays!”

10
 Kodable 4th Grade Scope and Sequence

Object Review of 3 weeks Review of foundational concepts • OOP 1: Concepts Review

Oriented foundational before students move into modifying Review • Smeeborg levels
concepts l JavaScript syntax • OOP 2: Concepts • Asteroidia levels
Programming
Review • Maze Maker
All activities are unplugged and • OOP 3: • Game Designer
designed for whole-group Introduction to • 8.5-8.6: “Instantiate
participation JavaScript That”
• 8.7-8.8: “Classy Crew”
• 8.9-8.10: “Classy Code”
Classes and Classification, 1 week Explore similarities and differences • Classes 1: • 8.1-8.2: “Time for Slime”
Objects Javascript between familiar real-world objects Introduction

Begin to create towers (objects)

from the Tower class, preparing to
learn about modifying properties of
towers to change how they look and
what they can do

11
 Kodable 3rd Grade Scope and Sequence

Unit Themes Timeline Unit Description Lessons Optional Levels

Integrations
Sequence – Communication, 4-10 weeks Introduction to coding as a language. • Introduction to • Pizza Party – 5 • “1,2, 3 Roll” 1.1- 1.5
Order of Coding as a Students will be able to apply Coding day project • “Buggy Basics” 1.21-1.25
Language algorithms to complete (Math with
events computational tasks. • Digital Citizenship Freckle)
• Robotics 1:
Communication, daily routines, and • Sequence 1: Introduction
real-life scenarios are all part of the Introduction (Wonder
unit’s unplugged activities. Workshop)
• Sequence 5: • Robotics 2:
Students complete levels using Capstone Sequence and
directional arrows to move blueFuzz Robotics
through the mazes of Smeeborg. (Wonder
Workshop)
Begin debugging code by finding and
fixing mistakes in given scripts.

Conditions – Logic, Decision- 2-4 weeks Explores the role humans play in • Conditions 1: • 2.1-2.5: “If Fuzz, then
“If, then” making processes making machines function. Introduction Roll”
• 2.21-2.25: “Bugs Away”
logic “If, then” logic statements to • Conditions 5:
explore scenarios related to both Conditions
real-world situations and the Capstone
decision-making process computers
follow. • Magnificent Maze
Maker
Mazes require conditions to alter the
path of the program. Using the • Captain
colored condition tiles with a Conditions: Maze
directional arrow, students are able Maker
to direct the path of the fuzz and
easily change direction.

Maze Maker feature unlocks

“Magnificent Maze Maker” and
“Captain Conditions” lessons are
available to introduce the Maze
Maker through structured activities.

12
 Kodable 3rd Grade Scope and Sequence

Loops – Repetition, 5-6 weeks Introduces automating solutions. • Loops 1: • Robotics 3: • 3.1-3.5: “Loopy Lessons”
Repeating Automation Introduction Loops • 3.21-3.25: “Loopy Bugs”
Students identify how automation
portions of
saves programmers time and • Loops 2: Algorithm
code minimizes the chance of errors on Repeat
(bugs) occurring in their code.
• Loops 3: Lunch for
Lessons include movement, math, 4
and historical program pioneers.
• Loops 4: How
Students identify patterns of Many Times?
repetition and simplify solutions
with automation. • Loops 5: Loops
Capstone
Using the purple “looper” command,
students specify how many times a
portion of the code repeats, which is
then run automatically when the
student tests their solution.

Functions – Repetition, 5-7 weeks Builds on automating solutions and • Familiar Functions • Robotics 4: • 4.1-4.5: “Functions 101”
Named bit of Automation, pattern recognition with the • Functions 1: Events and • 4.6-4.10: “Functions Pro”
Efficiency introduction to functions. Introduction Functions • 4.11-4.15: “Fuzzy Funk”
code for later
• Functions 2: Don’t • 4.16-4.20: “Functions +”
use Real world examples relate storing Repeat Yourself • 4.21-4.25: “Funky Bugs”
repetitive processes in our brains to • Functions 3: Save
how functions are stored in code. and Reuse
• Functions 4: No
Unplugged lessons introduce Bugs Allowed
students to the idea of functions • Functions 5:
through familiar classroom routines Functions
and relatable multi-step tasks. Capstone
Students are introduced to the
function command in the game,
which allows them to store and
reuse a series of commands that
repeat throughout the program.

13
 Kodable 3rd Grade Scope and Sequence

Variables – Data Types, Input 5 weeks Bridges the gap between • String Variables 1: Celestial Strings:
Data items and Output foundational coding skills and Introduction • 5.1- 5.5: “String Beans”
beginning to read and write • 5.6-5.10: “Sinking
that hold JavaScript. • String Variables 2: Strings”
values Name Game • 5.11-5.15: “Super
Students begin to connect the input Strings”
and output of programs and modify • Integer Variables
variable values to change part of the 1: Introduction Interstellar Ints:
outcome in a program. • 6.1-6.5: “Int-ro”
• Arrays Variables 1: • 6.6-6.10: “Do it, two Int”
Teaches 3 variable types: Strings, Introduction • 6.11-6.15: “Whole
Integers, and Arrays. Intchilada”
• Array Variables 2:
Game levels use colors (strings), Save Room Radiant Arrays
numbers (integers), and a • 7.1-7.5: “Ordinal Arrays”
combination of the two (arrays) to • 7.6-7.10: “Array Parade”
clear an asteroid field with the • 7.11-7.15: “Hip, Hip,
correct variable types. Arrays!”
Game Designer unlocks, which
allows students to build their own
version of Asteroidia.

14
 Kodable 2nd Grade Scope and Sequence

Unit Themes Timeline Unit Description Lessons Optional Levels

Integrations
Sequence – Communication, 6-11 weeks Introduction to coding as a language. • Introduction to • Pizza Party –3 • 1.1-1.5: “1,2, 3 Roll”
Order of Coding as a Students will be able to apply Coding day project • 1.6-1.10: “Alien
Language algorithms to complete (Math with Algorithms”
events computational tasks. • Digital Citizenship Freckle) • 1.21-1.25: “Buggy Basics”
• Robotics 1:
Communication, daily routines, and • Coding Classroom Introduction
real-life scenarios are all part of the Procedures (Wonder
unit’s unplugged activities. Workshop)
• Sequence 1: • Robotics 2:
Integration projects: Robotics and Introduction Sequence and
math with our partners Wonder Robotics
Workshop (Robotics) and Freckle. • Sequence 2: (Wonder
Algorithms Workshop)
Students complete levels using
directional arrows to move blueFuzz • Sequence 5:
through the mazes of Smeeborg. Capstone
Begin debugging code by finding and
fixing mistakes in given scripts.

15
 Kodable 2nd Grade Scope and Sequence

Conditions – Logic, Decision- 5-7 weeks Explores the role humans play in • Coding Classroom • Magnificent • 2.1-2.5: “If Fuzz, then
“If, then” making processes making machines function. Expectations Maze Maker Roll”
Captain • 2.6-2.10: “Fuzzy Fiesta”
logic “If, then” logic statements to • Conditions 1: Conditions: • 2.11-2.15: “Mission:
explore scenarios related to both Introduction Maze Maker Condition”
real-world situations and the • 2.16-2.20: “Crossy Fuzz”
decision-making process computers • Conditions 2: • 2.21-2.25: “Bugs Away”
follow. Conditional
Statements
Levels begin with simple conditions
and progress to using multiple • Conditions 3: Rules
conditions to alter the path of the Apply
program. Using the colored
condition tiles with a directional • Conditions 4:
arrow, students can direct the path Exception to the
of the fuzz and easily change Rule
direction.
• Conditions 5:
Maker feature unlocks for students Conditions
to build their own mazes and Capstone
programs.

“Magnificent Maze Maker” and

“Captain Conditions” lessons are
available to introduce the Maze
Maker through structured activities

16
 Kodable 2nd Grade Scope and Sequence

Loops – Repetition, 5-6 weeks Introduces automating solutions. • Loops 1: • Robotics 3: • 3.1-3.5: “Loopy Lessons”
Repeating Automation Introduction Loops • 3.6-3.10: Loop, Roll,
Students identify how automation Repeat
portions of
saves programmers time and • Loops 1: • 3.11-3.15: Iffy Loops
code minimizes the chance of errors Introduction • 3.16-3.20: Lunar Loops
(bugs) occurring in their code. I • 3.21-3.25: “Loopy Bugs”
• Loops 2: Algorithm
Students choreograph a dance with on Repeat
repetitive moves, create a hopscotch
routine that repeats to practice the • Loops 3: Lunch for
idea of iterations, automate mass- 4
production, and are introduced to an
important programming pioneer, • Loops 4: How
Grace Hopper. Many Times?

Students identify patterns of • Loops 5: Loops

repetition and simplify solutions Capstone
with automation. Using the purple
“looper” command, students specify
how many times a portion of the
code repeats, which is then run
automatically when the student
tests their solution.
Functions – Repetition, 2-4 weeks Builds on automating solutions and • Familiar Functions • Robotics 4: • 4.1-4.5: “Functions 101”
Named bit of Automation, pattern recognition with the Events and • 4.6-4.10: “Functions Pro”
Efficiency introduction to functions. • Functions 1: Functions
code for later
Introduction
use Includes examples of how we reuse Functions 2: Don’t
algorithms in our everyday lives. Repeat Yourself

Students are introduced to the

function command in the game,
which allows them to store and
reuse a series of commands that
repeat throughout the program.

17
 Kodable 1st Grade Scope and Sequence

Unit Themes Timeline Unit Description Lessons Optional Levels

Integrations
Sequence – Communication, 8-13 weeks Unit 1 is an introduction to • Introduction to • Pizza Party – 3
Order of Coding as a coding as a language. Students Coding day project • 1.1- 1.5: “1,2, 3 Roll”
Language will be able to apply algorithms • Digital Citizenship (Math with • 1.6-1.10: “Alien
events Freckle)
to complete computational tasks. • Coding Classroom Algorithms”
Communication, daily routines, Procedures • Robotics 1: • 1.10-1.14: “Off and
• Sequence 1: Introduction Rolling”
and real-life scenarios are all part
Introduction (Wonder • 1.14-1.20: “Fuzzy Fun”
of the unit’s unplugged activities. Workshop)
• Sequence 2: • 1.21-1.25: “Buggy
Integration project opportunities • Robotics 2:
Algorithms Basics”
include robotics and math with • Sequence 3: Sequence and
our partners Wonder Workshop Debugging Robotics
(Robotics) and Freckle. Each Algorithms (Wonder
lesson is between 45 minutes • Sequence 4: Bug Workshop)
and an hour. Hunting
• Sequence 5:
In the game, students will Sequence
complete a series of levels using Capstone
directional arrows as commands
to move blueFuzz through the
mazes of Smeeborg. Students will
begin to unlock new fuzz
characters as they write
programs to solve simple mazes.
At the end of the unit, students
will begin debugging code by
finding and fixing mistakes in
code that is given to them to
solve the mazes.

18
 Kodable 1st Grade Scope and Sequence

Conditions – Logic, Decision- 7 weeks The Conditions unit continues the • Conditions 1: • 2.1-2.5: “If Fuzz, then
“If, then” making processes exploration of coding as a Introduction Roll”
language and digs deeper into • 2.6-2.10: “Fuzzy Fiesta”
logic
the role humans play in making • Conditions 5: • 2.11-2.15: “Mission:
machines function. The central Conditions Condition”
Capstone • 2.16-2.20: “Crossy Fuzz”
theme of the unit is logic
• 2.21-2.25: “Bugs Away”
statements, as students explore
• Captain
“if, then” scenarios related to Conditions: Maze
both real-world situations and Maker
the decision-making process
computers follow. The unit
begins with an unplugged lesson
connecting logic statements to
classroom expectations that
students follow daily.

The game levels begin with

mazes that require simple
conditions and progress to using
multiple conditions to alter the
path of the program. Using the
colored condition tiles with a
directional arrow, students can
direct the path of the fuzz and
easily change direction. Students
unlock the Maze Maker feature
after level 2.5. “Magnificent
maze Maker “and “Captain
Conditions” lessons are available
to introduce the Maze Maker
through structured activities.

19
 Kodable 1st Grade Scope and Sequence

Loops – Repetition, 3 weeks The Loops unit builds on the first • Loops 1: • Robotics 3: • 3.1-3.5: “Loopy Lessons”
Repeating Automation two concepts and begins to Introduction Loops • 3.6-3.10: “Loop, Roll,
introduce the idea of repetition. • Maze Maker: Repeat”
portions of
• Loops 2: Algorithm Crack the
code on Repeat Loopy Code
In first grade, students are
introduced to simple loops.
Students are introduced to the
idea that automation saves
programmers time and minimizes
the chance of errors (bugs)
occurring in their code. In the
first two lessons of the unit,
students choreograph a dance
with repetitive moves and create
a hopscotch routine that repeats
to practice the idea of iterations.

In the game, students identify

areas of the mazes that have
repetitive moves and begin to
automate solutions using the
purple “looper” command.
Students specify the number of
times the command repeats,
which is then run automatically
when the solution is tested. The
loop command is unlocked in the
Maze Maker for students to
design mazes with repetitive
moves using loops.

20
 Kindergarten Scope and Sequence

Unit 1 Unit 2
Sequence Conditions
Timeline: 8-13 weeks (50 minutes, once a week) Timeline: 6 weeks (50 minutes, once a week)
Themes: Communication, Coding as a Language Themes: Logic, Decision-making processes
Unit Description: Unit 1 is an introduction to coding as a language. Students Unit Description: The Conditions unit continues the exploration of coding as
will be able to apply algorithms to complete computational tasks. a language and digs deeper into the role humans play in making machines
Communication, daily routines, and real-life scenarios are all part of the unit’s function. The central theme of the unit is logic statements, as students explore
unplugged activities.. Integration project opportunities include robotics and “if, then” scenarios related to both real-world situations and the decision-
math with our partners Wonder Workshop (Robotics) and Freckle. Each lesson making process computers follow.
is between 45 minutes and an hour.
The game levels begin with mazes that require simple conditions and progress
In the game, students will complete a series of levels using directional arrows to using multiple conditions to alter the path of the program. Using the colored
as commands to move blueFuzz through the mazes of Smeeborg. Students will condition tiles with a directional arrow, students are able to direct the path of
begin to unlock new fuzz characters as they write programs to solve simple the fuzz and easily change direction.
mazes. At the end of the unit, students will begin debugging code by finding
and fixing mistakes in code that is given to them in order to solve the mazes. Students unlock the Maze Maker feature and are able to begin building their
own mazes. The “Captain Conditions” lesson is available to introduce the Maze
Maker through a structured activity before students begin to get creative with
their own ideas and mazes.

Lessons (13): Lessons (6):

Introduction to Coding Conditions 1: Introduction
Digital Citizenship Conditions 2: Conditional Statements
Coding Classroom Procedures Conditions 3: Rules Apply
Sequence 1: Introduction Conditions 4: Exception to the Rule
Sequence 2: Algorithms Conditions 5: Conditions Capstone
Sequence 3: Debugging Algorithms Captain Conditions: Maze Maker
Sequence 4: Bug Hunting
Sequence 5: Sequence Capstone

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 Kindergarten Scope and Sequence

Optional Integration Lessons (5) : N/A

Pizza Party - 3 Day Project (Math with Freckle)
Robotics 1: Introduction (Wonder Workshop)
Robotics 2: Sequence and Robotics (Wonder Workshop)

Levels (25): Levels:

1.1- 1.5: 1,2,3 Roll 2.1-2.5: If Fuzz, Then Roll
1.6-1.10: Alien Algorithms 2.6-2.10: Fuzzy Fiesta
1.10-1.14: Off and Rolling 2.11-2.15: Mission: Condition
1.14-1.20: Fuzzy Fun 2.16-2.20: Crossy Fuzz
1.21-1.25: Buggy Basics 2.21-2.25: Bugs Away

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