KODU Challenge: Collect and Win! assignment covers your CTE competencies on a scale of 1 (best fit) to 5 (worst fit).
1. Demonstrate creativity and innovation. Rating: 1. Students are encouraged to design their own unique world, choose characters, and add extra details like enemies or sounds, which directly demonstrates creativity.
2. Demonstrate critical thinking and problem solving. Rating: 1. The "Test and Debug" step is the core of this competency, requiring students to identify errors in their code and fix them.
3. Demonstrate initiative and self-direction. Rating: 1. The assignment is a self-guided mission with multiple steps. Students must manage their own progress to complete the project.
4. Demonstrate integrity. Rating: 5. This assignment does not provide a context for demonstrating integrity.
5. Demonstrate work ethic. Rating: 2. While completing the assignment requires effort, the lesson doesn't explicitly focus on this competency.
6. Demonstrate conflict-resolution skills. Rating: 5. This assignment is an individual activity and does not provide a context for demonstrating this competency.
7. Demonstrate listening and speaking skills. Rating: 2. Students must listen to the introduction and may speak during the optional sharing phase, but it's not a primary focus.
8. Demonstrate respect for diversity. Rating: 5. This is not addressed in the assignment.
9. Demonstrate customer service skills. Rating: 5. This is not addressed in the assignment.
10. Collaborate with team members. Rating: 2. The assignment is designed as a solo activity, with an optional peer-sharing and feedback session.
11. Demonstrate big-picture thinking. Rating: 3. Students need to think about how all the game elements work together, but it's a simple, self-contained project.
12. Demonstrate career- and life-management skills. Rating: 5. This is not addressed in the assignment.
13. Demonstrate continuous learning and adaptability. Rating: 2. Students are learning a new skill (KODU programming) and must adapt their approach when debugging, but it's a single lesson, not a long-term process.
14. Manage time and resources. Rating: 1. Students must complete the game within a set time (1-2 class periods) and are using a specific software tool, making time and resource management essential.
15. Demonstrate information-literacy skills. Rating: 4. Students read and follow instructions, but do not need to research or evaluate external information.
16. Demonstrate an understanding of information security. Rating: 5. This is not addressed in the assignment.
17. Maintain working knowledge of current IT systems. Rating: 2. Students use KODU, a specific IT system, but are not required to have or maintain a broad knowledge of current IT systems.
18. Demonstrate proficiency with technologies, tools, and machines common to a specific occupation. Rating: 1. KODU is a direct example of a technology tool used for game design, a specific occupation.
19. Apply mathematical skills to job-specific tasks. Rating: 1. Students use a counter and variables to track points, which is a direct application of basic mathematical concepts in a programming context.
20. Demonstrate professionalism. Rating: 5. This is not addressed in the assignment.
21. Demonstrate reading and writing skills. Rating: 2. Students must read the instructions and can write optional messages in the game, but the primary focus is not on written communication.
22. Demonstrate workplace safety. Rating: 5. This is not addressed in the assignment.
23-26. Rating: 5. These competencies are not addressed in the assignment.
27-30. Rating: 5. This assignment is a classroom project and does not involve work-based learning.
31. Define technology. Rating: 3. The assignment is an example of technology, but does not explicitly require students to define it.
32. Identify historical examples of technology. Rating: 5. This is not addressed in the assignment.
33. Identify how technologies have emerged through the use of engineering. Rating: 3. The assignment uses an engineering design process, but does not discuss the broader historical emergence of technologies.
34. Research careers and the technologies used in them. Rating: 5. This is not addressed in the assignment.
35-38. Rating: 5. These competencies are not addressed in the assignment.
39. Identify resources used in technology and engineering. Rating: 2. The lesson focuses on software as a resource, but not other common resources like materials or energy.
40-44. Rating: 5. These competencies are not addressed in the assignment.
45. Demonstrate types of measuring. Rating: 4. Students are "measuring" points, but not using standard units of measure.
46. Create sketches and drawings. Rating: 1. The "Game Design Phase" explicitly requires students to sketch their game world before building it.
47. Describe the Virginia Department of Education (VDOE) engineering design process. Rating: 5. The lesson uses a design process but does not explicitly describe the VDOE's version.
48. Demonstrate the use of an engineering design process. Rating: 1. The assignment is structured to follow the key steps of the engineering design process: define, design, build, test, and improve.
49. Define the goal of a challenge. Rating: 1. The mission statement clearly defines the goal: "Build a game...where your player collects items to earn points...to win."
50. Design a device using criteria and constraints. Rating: 1. Students design a game within the criteria (collect items, win condition) and constraints (using KODU, collecting a set number of items).
51. Evaluate viable solutions. Rating: 1. The "Test and Debug" phase is a direct evaluation of the solution's viability.
52. Select a solution. Rating: 1. Students select their own design and implementation strategy.
53. Plan the model or prototype. Rating: 1. The sketching phase and the step-by-step instructions serve as the planning stage.
54. Produce a model or prototype. Rating: 1. The completed KODU game is the prototype.
55. Assess the design. Rating: 1. The "Test and Debug" and "Share and Reflect" sections are dedicated to assessing the design.
56. Describe how the solution could be improved. Rating: 1. The "Share and Reflect" prompts students to consider improvements.
57. Communicate the results. Rating: 1. The final step requires students to show their game to a classmate or teacher.
58. Use the engineering design process as part of a team. Rating: 2. The project is largely individual, though the optional sharing provides a small element of teamwork.
59. Illustrate how processes change inputs to outputs in any system. Rating: 1. The assignment perfectly illustrates this: the input (a player bumping an apple) triggers a process (the program's WHEN bump apple → DO score 1 point logic), which results in an output (the score increasing).
60. Identify the parts of a system within a device. Rating: 1. Students must identify and program the components of the game system: the player, the collectible items, the score counter, and the win condition.
61. Identify contexts of technology and engineering. Rating: 2. The assignment provides a clear example of the Information and Communication and Computation, Automation, AI, and Robotics contexts, but does not require a broader identification of other contexts.
62-64. Rating: 5. These are not addressed in the assignment.
65. Describe the information and communication contexts of technology and engineering. Rating: 1. Students are directly using a programming language to create a form of interactive information and communication.
66-68. Rating: 5. These are not addressed in the assignment.
69. Describe the computation, automation, AI, and robotics contexts of technology and engineering. Rating: 1. KODU uses event-driven programming and simple automation (DO move toward), which are foundational concepts in this context.