LEARNING TARGET
Over the next 2-3 class
periods, my seat partner
and I will create a game
board about the
decisions teens are often
faced with, we will write
and analyze each
decision and
consequence card and
evaluate and critique
other classmates game
boards.
BOARD DESIGN
Can be based on a game that you are familiar with
Can be a thematic design
Can be an original design
Incorporate the 5 vocabulary words into the design of your gameboard.
Incorporate the 5 poor decision makers discussed in class. (Andy, Patty, Ike, Tanya,
and Fred)
GAME RULES
Game rules can be hand written or typed
They must be on a separate sheet of paper
GAME PIECES
Must be hand made and creative
They should be easy to use
DECISION CARDS
Each person needs to make 5 decision cards
Your name should be on each of your cards that you make
The decision cards should be age appropriate
They should be written in ink
DECISION CARD EXAMPLE
In math class your cell phone starts ringing but your teacher can’t hear it. Everyone in
the class is staring at you because they know it is yours. Should you turn yourself
in to the teacher?
CONSEQUENCE IS ON THE BACK OF
THE DECISION CARD
Yes: your teacher thanks you and tells you to turn your phone off and doesn’t take it
away. Your classmates respect your honesty.Move forward 4 spaces.
No: Your teacher turns around as you are turning your phone off. She takes your
phone away. Go to detention.
HONESTY
The object of the game is to reach a spot on the board called “Honesty”.
Write your names and period on the back of the board.
Bring in a plastic bag to hold your cards and game pieces.
CATEGORY
4 pts
3 pts
2 pts
1 pt
Rules
Rules were written
Rules were written,
Rules were written,
The rules were not
all could easily
participate.
game needed
slightly more
explanation.
difficulty figuring out
the game.
Accuracy of
Content
All of decision cards
made for the game
are correct and
appropriate.
All but one of the
decision cards made
for the game are
correct.
All but two of the
decision cards made
for the game are
correct.
Several decision
cards made for the
game are not
accurate.
Knowledge
Gained
Students used at
least three
vocabulary words
and examples of
poor decision
makers. (Patty, Andy,
Tanya, Ike, and Fred)
Students used at
least two vocabulary
words and examples
of at least 3 poor
decision makers.
Students used at
least 1 vocabulary
word and examples
of at least two poor
decision makers.
Several used no
vocabulary words
and only and
example of one poor
decision maker.
Contrasting colors
and at least 3
original graphics
were used to give
the cards and
gameboard visual
appeal.
Contrasting colors
and at least 1
original graphic were
used to give the
cards and
gameboard visual
appeal.
Contrasting colors
and "borrowed"
graphics were used
to give the cards and
gameboard visual
appeal.
Little or no color or
fewer than 3
graphics were
included.
work
well together with all
members
contributing
significant amounts
of quality work.
worked well together
with all members
contributing some
quality work.
fairly well together
with all members
contributing some
work.
not work well
together and the
game appeared to
be the work of only
1-2 students in the
group.
Creativity
The group put a lot
of thought into
making the game
interesting and fun
to play as shown by
creative questions,
game pieces and/or
game board.
The group put some
thought into making
the game interesting
and fun to play by
using textures, fancy
writing, and/or
interesting
characters.
The group tried to
make the game
interesting and fun,
but some of the
things made it
harder to
understand/enjoy
the game.
Little thought was
put into making the
game interesting or
fun.
Gameboard
Evaluator
Names
clearly enough
that but one
part of the ______________________________,__________________________
but people had some written.
Decision Making Gameboard
Attractiveness
Student Name ___________________,
period_______
Cooperative
The group worked _____________________
The group generally The group worked
The group often
did
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