coding adventure

Teach text-based coding
by helping a monkey catch bananas!

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Test-Based Coding Course
Coding Autistic Children

real-world
coding for kids

Coding Adventure is a gamified coding course where young students learn real coding from the very first challenge.
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help a monkey catch bananas outsmart animals take on a gorilla

coding adventure part 1

PART 1: FUNDAMENTALS​

Introduce the basics of coding as students help a monkey catch bananas in fun-filled coding challenges.
coding adventure part 2

PART 2: FUNCTIONS & CONDITIONS

Students will continue the fun as they meet new characters and learn more advanced coding concepts.

PART 3: LOGIC & EVENTS

Wrap up the course with new and learned coding concepts that will help students take on that greedy gorilla!

the coding package​

TEACH CODING WITH CODING ADVENTURE

With a realistic programmer interface and fun challenges, you can teach 2nd – 5th graders fundamental and advanced coding concepts.

Challenge 30

PRACTICE CONCEPTS WITH SKILL MODE

Skill Mode challenges provide students with further practice on previously completed Coding Adventure, or Story Mode, challenges.

ASSESS PROGRESS WITH CHALLENGE BUILDER

Students will create their own challenges using Challenge Builder, a creativity platform that comes with Coding Adventure.

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CODING CONCEPTS

Coding Adventure covers coding concepts in a fun and gamified manner that meets the latest in curriculum standards.

  • Objects
  • Loops
  • Variables
  • Array Indexing
  • Functions
  • Boolean Logic
  • Comparisons
  • Return Values
  • Triggering Events
  • AND MORE!
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MADE WITH SCHOOLS IN MIND

With Coding Adventure, you can be confident that you are teaching the most cutting-edge computer programming education

builT-in tools & assessment

Each challenge is automatically graded and provides students with personalized hints and tips.

fundamental skills

Foster the development of executive functioning skills, such as problem-solving and planning.

teacher resources

Enjoy standards-aligned lesson plans, easy classroom management, teacher support and more!

anyone can teach

No prior coding experience is needed to successfully roll-out Coding Adventure in the classroom.

What are you waiting for?

Millions of students all over the world have already learned to code with CodeMonkey.

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Start teaching your students the basics of Computer Science and prepare them for the future!

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FAQ

Coding Adventure is a game-based course that teaches kids how to code in a real coding language. In the course, students solve different puzzles where they need to help the monkey catch bananas by writing code. The course provides an easy entry into text-based coding.

Coding Adventure uses the programming language of CoffeeScript. CoffeeScript is similar to JavaScript in that it is primarily used for web applications, however it has a much friendlier syntax that resembles the way we write in English- making it the perfect programming language for kids!

Coding Adventure is perfect for 8+ years old (Grades 3rd-5th)

Students will learn universal coding concepts starting from sequences and loops all the way to on-click and keyboard events. 

Yes, Coding Adventure is browser-based so it requires an active Internet connection.

Yes! Coding Adventure comes with fully equipped lesson plans, including a distinct mode for teaching vs. playing.

Coding Adventure comes with a total of 48 45-minute long lesson plans.

Part I covers 75 Story Mode and 75 Skill Mode challenges in 16 lesson plans.

Part II covers 70 Story Mode and 70 Skill Mode challenges in 16 lessons.

Part III covers 65 Story Mode and 65 Skill Mode challenges in 16 lessons.

coding game for kids

common core state standards

MATH.PRACTICE.MP1

Make sense of problems and persevere in solving them. Plans a solution pathway rather than simply jumping into a solution attempt.

MATH.PRACTICE.MP1

Make sense of problems and persevere in solving them. Uses concrete objects or pictures to help conceptualize and solve a problem.

MATH.PRACTICE.MP3

Construct viable arguments and critique others’ reasoning. Analyzes situations by breaking them into cases.

MATH.PRACTICE.MP4

Model with Mathematics. Makes assumptions and approximations to simplify a complicated situation, realizing that these may need revision later.

MATH.PRACTICE.MP4

Model with Mathematics. Improves the model to better serve its purpose.

MATH.PRACTICE.MP4

Model with Mathematics. Reflects on whether the results make sense.

MATH.CONTENT.3.MD.B.4

Represent and interpret data. Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch. Show the data by making a line plot, where the horizontal scale is marked off in appropriate units— whole numbers, halves, or quarters.

MATH.PRACTICE.MP5

Use appropriate tools strategically. Uses technological tools to explore and deepen conceptual understanding.

MATH.CONTENT.4.MD.C.5

Geometric measurement: understand concepts of angle and measure angles. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement.

MATH.CONTENT.6.NS.C.5

Apply and extend previous understandings of numbers to the system of rational numbers. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

MATH.CONTENT.6.EE.A.2

Apply and extend previous understandings of arithmetic to algebraic expressions. Write, read, and evaluate expressions in which letters stand for numbers.

MATH.CONTENT.6.EE.B.6

Reason about and solve one-variable equations and inequalities. Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

MATH.CONTENT.8.F.A.1

Define, evaluate, and compare functions. Understand that a function is a rule that assigns to each input exactly one output. The graph of a function is the set of ordered pairs consisting of an input and the corresponding output.

ELA-LITERACY.RST.6-8.3

Key Ideas and Details. Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

ELA-LITERACY.RST.6-8.7

Integration of Knowledge and Ideas. Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

ELA-LITERACY.RST.6-8.4

Craft and Structure. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 6–8 texts and topics.

ELA-LITERACY.RST.9-10.3

Key Ideas and Details. Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

ELA-LITERACY.RST.9-10.4

Craft and Structure. Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

ELA-LITERACY.RST.9-10.7

Integration of Knowledge and Ideas. Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.

CSTA K-12 Computer Science Standards

Level 1/K-3

Computational Thinking. Recognize that software is created to control computer operations.

Level 1/3-6

Computational Thinking.Describe how a simulation can be used to solve a problem.

LEVEL 1/3-6

Computational Thinking. Make a list of sub-problems to consider while addressing a larger problem.

LEVEL 1/K-3

Computing Practice and Programming. Construct a set of statements to be acted out to accomplish a simple task (e.g., turtle instructions).

LEVEL 1/K-3

Computing Practice and Programming. Use technology tools (e.g., multimedia and text authoring, presentation, web tools, digital cameras and scanners) for individual and collaborative writing, communication and publishing activities.

LEVEL 1/3-6

Computing Practice and Programming. Construct a program as a set of step-by-step instructions to be acted out (e.g., make peanut butter and jelly sandwich activity).

Level 2/6-9

Computational Thinking. Use the basic steps in algorithmic problem- solving to design solutions (e.g., problem statement and exploration, examination of sample instances, design, implementing a solution, testing, evaluation).

Level 2/6-9

Computational Thinking. Describe and analyze a sequence of instructions being followed (e.g., describe a character’s behavior in a video game as driven by rules and algorithms).

Level 2/6-9

Collaboration. Collaborate with peers, experts and others using collaborative practices such as pair programming, working in project teams and participating in-group active learning activities.

Level 2/6-9

Computing Practice and Programming. Implement problem solutions using a programming language, including: looping behavior, conditional statements, logic, expressions, variables and functions.

LEVEL 2/6-9

Computing Practice and Programming. Demonstrate dispositions amenable to open-ended problem solving and programming (e.g., comfort with complexity, persistence, brainstorming, adaptability, patience, propensity to tinker, creativity, accepting challenge).

LEVEL 2/6-9

Computers and Communication Devices: Use developmentally appropriate, accurate terminology when communicating about technology.

LEVEL 3A/9-12

Computational Thinking: Describe a software development process used to solve software problems (e.g., design, coding, testing, verification).

Level 3B/9-12

Collaboration.
Evaluate programs written by others for readability and usability.

National curriculum in England

Key stage 1

Create and debug simple programs.

Key stage 1

Use logical reasoning to predict the behavior of simple programs.

Key stage 2

Design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts

Key stage 2

Use sequence, selection, and repetition in programs; work with variables and various forms of input and output

Key stage 2

Use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs

KEY STAGE 2

Select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Key stage 3

Design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems

Key stage 3

Understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem

Key stage 3

Use 2 or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions

Key stage 3

Understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming;

Key stage 3

Understand how instructions are stored and executed within a computer system;

Key stage 3

Undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analyzing data and meeting the needs of known users

Key stage 3

Create, reuse, revise and repurpose digital artifacts for a given audience, with attention to trustworthiness, design and usability

KEY STAGE 4

Develop their capability, creativity and knowledge in computer science, digital media and information technology

Key stage 4

Develop and apply their analytic, problem-solving, design, and computational thinking skills

In case more clarification is needed, please contact us at
info@codemonkey.com

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coding adventure

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coding - the new literacy

Learning to code is becoming a part of the curriculum in K-12, a trend which is expanding rapidly around the world. Code literacy is considered essential not only for future software engineers but for many other occupations as well. A secondary benefit afforded to students learning to code is the development of algorithmic thinking as a basis for problem solving. This type of thinking is a crucial enabler for obtaining important 21st-century skills.
Try CodeMonkey’s FREE hour-long coding courses to introduce your students to the basics of Computer Science in a fun and easy way.

Coding Adventure

Students will learn to code as they help a cute monkey catch bananas.
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ABOUT CODING ADVENTURE

HOUR-LONG VERSION

cute bird

30 levels

With 30 coding challenges, Coding Adventure takes around an hour to complete.

rat

3-8 grade

Any student can enjoy Coding Adventure, however we recommend for them to be at least 7 years old.
coding adventure turtle

Gamified platform

Students play an interactive game-based course, where they collect bananas & unlock new skills.

chicken laughing

Text-Based coding

Students learn CoffeeScript, a programming language that’s as useful as JavaScript and as intuitive as Python.

teacher resources

teacher notes

Access CodeMonkey’s teacher notes for Coding Adventure to learn all the tips and tricks on how to host an hour of code in your classroom.

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Full lesson plans available with a subscription

Standards alignment

5/5

Coding Adventure aligns to the CSTA and Common Core standards so you know you are bringing a quality curriculum to your students.

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