*Share all of your documents with me: quiz questions, answers, directions must be typed.

Final Exam Board Game Rubric

Student Name(s): ________________________________________

CATEGORY 20-16 pts 15-11 pts 10-5 pts 4-0 pts

Creativity and A lot of thought Some thought was Student tried to Little thought was
Design into making the put into making make the game put into making the
game interesting the game interesting and fun, game interesting or
and fun to play as interesting and fun but some of the fun. There are no
shown by creative to play by using things made it pieces of the board
questions, game textures, fancy harder to game present in
pieces and/or writing, and/or understand/enjoy. order to play. No
game board. All interesting Only a few pieces handwritten spots
pieces of the board characters. Some are present to play are legible.
game are present. missing pieces to the game. Less than
All handwritten play. Most half of the
spots are legible. handwritten spots handwritten spots
are legible. are legible.
Questions There are 25 A couple of Half of the Many questions are
questions and questions or questions are incorrect or missing
answers, and they answers are missing OR one and very few are
are well missing or could play the game required to play the
incorporated into incorrect. This with answering game. -OR- No quiz
the game. 5 of includes the quiz most questions. questions are
which will be “quiz questions present.
questions”
Rules Rules were written Rules were Rules were written, The rules were not
clearly enough that written, but one but people had typed out, or cannot
all could easily part of the game some difficulty be found.
participate. Typed needed slightly figuring out the
and edited for more explanation. game. Typed or
errors. Typed, but some handwritten, but
errors. many typos.
Accuracy of All information All but one of the All but two of the Several information
Content cards made for the information cards information cards cards made for the
Includes the game are correct. made for the game made for the game game are not
standards. You have included are correct. You are correct. You accurate. You have
all the standards have not included have not included 3 included 1 or none
from your specific 1 or 2 standards or 4 standards of the standards
unit. from your unit from your unit from your unit.
Knowledge Game creation Game creation Game creation Game creation
Gained demonstrates demonstrates demonstrates does not
strong knowledge knowledge. Good adequate demonstrate
of unit. Created a ideas for questions knowledge. knowledge of the
game that could to help students Questions need a unit or the
challenge everyone review the specific bit more work. questions are
– even those with unit. off-topic/inappropri
great knowledge ate.
TOTAL POINTS:
 Final Exam Board Game

Assignment: You will be creating a board game that other students will play on final
exam day. This game will help each student reflect on the concepts covered throughout
each unit.

Here are some examples to base your board game off *Remember you may NOT copy
the exact game, but you can have similar components. Use these for ideas!

● Apples to Apples ● Clue ● Mouse Trap

● Backgammon ● Connect Four ● Obsession
● Battleship ● Don't Break the ● Payday
● Boggle Ice ● Scene It
● Candy Land ● Guess Who? ● Sorry!
● Checkers ● Hi Ho! Cherry-O ● Taboo
● Chess ● Life ● Trouble
● Chutes and ● Mall Madness ● Yahtzee
Ladders ● Monopoly

Requirements: Using a poster board, recycled game board, colored paper,

markers, and any other materials you wish, create a board game. Please put your
name(s) somewhere on the front of your game board. Be sure to include the
following:

o Make your game board neat, colorful, interesting, and creative! *Creative
points can come from how you decide to design your board! Example:
Nutrition unit your cards are shaped like fruit and veggies.
o Create at least 25 questions or statements (10 statements are allowed) and
answers that will appear throughout your game. 5 of these questions
should be listed on a separate sheet of paper as your “quiz” questions that
could be answered successfully at the duration of your game.
o Write directions for your game that would make it 100% clear how to play
the game. Type the directions and have them in your box or pasted to the
back of your game board.
o Make sure the content and difficulty of your game are appropriate for your
classmates’ abilities.

*This was adapted from the ReadWriteThink lesson “Technical Reading and Writing Using Board
Games,” located at
www.readwritethink.org/classroom-resources/lesson-plans/tecnical-reading-writing-using-123.h
tml.
Units:
NUTRITION AND PHYSICAL ACTIVITY
Content Standard Evidence of
Learning
give specific
examples
I can...
analyze how behavior can impact health maintenance and
disease prevention
Distinguish between unhealthy and healthy ways to manage
weight
Predict the health benefits of eating healthy and being physically
active; and the potential health consequences of not doing so.
Assess my personal preferences regarding healthy eating and
physical activity

ALCOHOL, TOBACCO/VAPING, AND OTHER DRUGS

Content Standard Evidence of
Learning
give specific
examples
I can...
Describe the short-term and long-term health consequences of
alcohol, tobacco and other drug use.
Locate resources in my community and/or on the internet for
information and services regarding alcohol and tobacco use, and
prevention.
Analyze internal and external pressures to use alcohol, tobacco
and other drugs
Apply strategies to access and get help for myself or others
Describe financial, political, social, and legal influences regarding
alcohol, tobacco and other drugs
Demonstrate ways to support others who want to stop using
alcohol or tobacco.
 SAFETY & PERSONAL WELLNESS
Content Standard Evidence of
Learning
I can...
Demonstrate CPR skills and basic first aid skills.
Describe a short term and a long term goal and what it takes
to achieve a goal
Assess one’s personal behavior and how one demonstrates
character traits
Know what the do in the event of an emergency
Identify if someone is having an allergic reaction

Healthy & Unhealthy relationships

Content Standard Evidence of
Learning
I can...
Describe the impact of showing empathy for another person’s
emotions and point of view.
Demonstrate strategies to stay safe in a violent situation
Assess characteristics of hypothetical relationships for warning
signs of harm or abuse.
Describe the importance of being resilient
Analyze social pressures to refrain from telling on others or
reporting dangerous situations.
Define and describe bullying, sexual violence, and sexual
harassment, and their effects on individuals and communities.
Describe the Michigan laws regarding bullying, sexual violence
and sexual harassment.
 HIV AND OTHER STIs PREVENTION
Content Standard Evidence of
Learning
I can
Analyze the rates of sexually transmitted infections (STIs)
among teens.
Summarize the symptoms, modes of transmission,
consequences,
and methods to prevent HIV and other STIs, and conclude that
abstinence is the most effective way to avoid HIV or other STIs.
Describe how common infectious diseases are transmitted
Analyze the rates of sexually transmitted infections among teens
Compare and contrast the pros and cons of methods used for
pregnancy and disease prevention
Apply decision-making skills to avoid situations that are high
risk for pregnancy, HIV and other STIs
Explain the importance of regular health screenings or exams
Summarize and explain laws related to the sexual behavior of
young people.

Mental/Emotional Health
Content Standard Evidence of
Learning
I can...
Describe the impact of showing empathy for another person’s
emotions and point of view.
Evaluate the differences in mental illnesses
Demonstrate how to seek help for self or others when suicide
may be a risk
Describe the importance of being resilient
Describe the warning signs, risk factors and protective factor for
depression and suicide
Demonstrate the ability to express emotions constructively,
including the use of anger management skills.
Friday Monday Tuesday

Pick a topic Perfect your Finish your (board)

Look over the directions game.
standards Finish typing out ALL Complete ALL
Organize game (how of your questions questions - double
are you creating this AND answers - need check they are shared
game? What type of at least 20 questions with me.
game will you model DUE TODAY (25 Re-check everything
this questions and for errors.
after__________ answers due Finalize your
Assign each member tomorrow!) SHARE directions
a role. List out who with me
[email protected] Check over the rubric.
will be in charge of Share ALL
what (below) Check your directions
and add to them if documents with me
Outline your DUE TODAY.
directions to your needed.
Continue working on Trade directions with
game - create a rough another group (see if
draft DUE TODAY. your (board) game
and pieces. This they make sense to
Begin the game that group)
layout - draw out an should be ¾ of the
way complete before _______ initials
outline of what your 5 quiz questions are
game will look like or class ends today.
printed out (answers
start your final draft. Used your time wisely are shared with me)
Begin formulating in class (stayed on
task and finished the Used your time wisely
your questions (need in class (stayed on
to share at least 7 day’s checklist)
task and finished the
questions with me) day’s checklist)
DUE TODAY.
Used your time wisely
in class (stayed on
task and finished the
days checklist).