Board Game Assignment
DIRECTIONS:
Your group has been chosen by Milton-Bradley game manufacturers to create an educational board game to assist middle school students to
understand Machines, Work and Energy. You will field test the game with your class. They will evaluate your game using a peer feed-back sheet to
see if your game is marketable.
The publisher wants the following elements incorporated into the game:
1. It must be a board game that 4-6 people can play.
2. Vocabulary and concepts learned in class over Machines, Work and Energy, must be incorporated into the game to help
students understand the topic.
3. Various levels of difficulty should be used to challenge the participant’s knowledge.
4. Instructions should be typed and easy to follow.
5. Creative, colorful, interesting, and neat game board. It must have an appealing and professional look to it, with a leader in the field present.
6. Minimum of 30 questions that incorporate the key vocabulary given to you. These questions may be placed on index cards. Questions should be
difficult enough for an accelerated student. Do NOT just have rote vocabulary questions. DO have application type questions.
7. At least 20 questions should include illustrations or reference some type of diagram or picture.
Grading:
Project Grade (look at the rubric!)
Peer Grade
Partner Grade
Additional information to get you started...
WHAT IS THE NAME OF YOUR GAME?
OBJECT OF THE GAME: Decide how the game is won.
EQUIPMENT: What is necessary to play the game. (Game board, die, cards, etc.)
SET UP: How do you set up the board before play? How do you decide who takes the first turn?
RULES OF PLAY: How does a player move around the board? Are there penalties for wrong answers? How many players can play?
CONSTRUCTION OF GAME: What will the game look like? What questions will you use?
10 pts.
8 pts.
6 pts.
4 pts.
2 pts.
Questions on key
At least 30 questions A few questions are
vocabulary words and and answers. Well
missing or are
concepts.
incorporated into the incorrect.
game.
Some questions are Half of the questions
incorrect/missing OR are missing OR
one could play the
questions are hardly
game without
used in the game.
answering most of the
questions.
Many questions are
incorrect/ missing OR
very few are required
to play the game.
Illustrations/diagrams/ Twenty vocabulary
content
words have been
addressed in some
way that includes
illustrations or
diagrams.
Between 13-15
vocabulary words
have been addressed
in some way that
includes illustrations
or diagrams.
Fewer than 10
vocabulary words
have been addressed
in some way that
includes illustrations
or diagrams.
Between 16-19
vocabulary words
have been addressed
in some way that
includes illustrations
or diagrams.
Content and Difficulty Questions and rules of Rules of play are age
play are of an
appropriate but some
appropriate level—not questions are too easy
too difficult and not or too difficult. Less
too easy. At least half than half of the
questions are
questions are
application.
application.
Directions
Directions make it
perfectly clear how to
play the game. They
are neatly typed with
minimal grammatical
errors.
Design and Creativity Everything is neatly
created and directions
were followed
completely.
Game is a bit too
Game is very simple
simple for the grade and most questions
level and some
are too easily
questions are too easy. answered.
Directions are typed There are more than 3
but have 2-3 minor
errors. Directions are
errors. They are
unclear and 2-3 steps
somewhat unclear or a could be added to
step is missing.
clarify.
Game board is
excellent but some
parts are a little
sloppy.
10-12 vocabulary
words have been
addressed in some
way that includes
illustrations or
diagrams.
Errors in grammar
interfere with
understanding of the
directions. Much
revision is needed.
Game board is
Most of the directions
complete but 1 or 2 were ignored and the
elements are missing board is sloppy.
and it could be neater.
Game is not
appropriate for the
grade level and
questions are too easy
or too difficult.
Complete revision
needed. Many steps
are missing or
incomplete and it is
very difficult to
understand how to
play the game.
There is a game board
but it is not colored
and no extra efforts
were made at
creativity.
Unlike traditional tests with their emphasis on recall, this culminating project challenges students to exercise higher-level thinking skills—
comprehension, application, analysis, evaluation, and most important, synthesis—to complete complex problem-solving tasks. The project focuses
on the key questions, difficult issues, essential understandings, and important concepts of the unit.
PEER FEEDBACK SHEET
Board Game Assignment
NAME___________________________________ BOARD GAME______________
1. Instructions were clear and easy to understand. (Circle one below that applies)
Disagree
Somewhat Disagree
N/A
Somewhat Agree
Agree
2. All parts of the game were present and worked well. (Circle one below that applies)
YES
NO
3. The game discussed learning terms and or types of information from the chapter. (Circle one below that applies)
Disagree
Somewhat Disagree
N/A
Somewhat Agree
Agree
4. The board game was fun. (Circle one below that applies)
Disagree
Somewhat Disagree
N/A
Somewhat Agree
Agree
5. The game was challenging but not too difficult. (Circle one below that applies)
Disagree
Somewhat Disagree
N/A
Somewhat Agree
Agree
6. My favorite part of the game was…
7. I would recommend that the group change this part of the game to make it more fun…
8. Additional comments / suggestions
GROUP EVALUATION FORM
Name: _____________________________ Group Members: ___________________________
_______________________________________________________________________
1. What was your job? What were its good points and bad points? _________________________
_______________________________________________________________________
2. Do you prefer working by yourself or with a group? Why? _____________________________
_______________________________________________________________________
3. Would you want to design another game? Why or why not? ____________________________
_______________________________________________________________________
GAME EVALUATION FORM
1. Were the rules clear? If not, what made them hard to understand? ________________________
_______________________________________________________________________
2. Was the board attractive, colorful, etc.? EXPLAIN: __________________________________
_______________________________________________________________________
3. Were the questions easy? _______ difficult? ________ Did you understand what was being asked of you?
______________________________________________________________________
4. What suggestions do you have for the group that designed this game? ______________________
______________________________________________________________________
5. Did you enjoy playing the game? ________ Would you play it again? __________
Quarter 1 / Physics Project
Board Game about Machines, Work and Energy
Essential Question: How can we creatively and challenging teach middle school students about
Machines, Work and energy?
NGSS: HS-PS3-1 Create a computational model to calculate the change in the energy of one
component in a system when the change in energy of the other component(s) and energy flows in
and out of the system are known.
Common Core: RST 11-12.1 Cite specific textual evidence to support analysis of science and
technical texts, attending to important distinctions the author makes and to any gaps or
inconsistencies in the account.
Depth and Complexity: Across the disciplines, Multiple Perspectives and patterns
Entrepreneur Standards: D.03 Use proper grammar and vocabulary
D.14 Prepare simple written reports
D.17 Follow Directions
E.08 Use menu systems
K.13 Demonstrate collaborative/groupware applications