The Cell Game
Purpose: To examine the parts and functions of animal cells.
Materials:
12 index cards
poster board
pencils, pens, markers,
materials to construct a spinner.
Scenario:
Suppose you’re a biologist during the day, but at night you have a hobby: You love to play board games. A
famous board game company has asked you to help with a new project. They are designing a science
board game just for middle school students. The game will require answering questions about the parts
of a cell to move a game piece forward.
A series of squares will extend from the start square to the winner’s circle. A spinner will determine the
number of squares a player can move. After a player spins, he/she will draw a card with two questions on
it: one easy and one difficult. If the player chooses the easy question and answers it correctly, the player
will move forward exactly the number of squares on the spinner. If the player instead chooses the hard
question and answers it correctly, the player moves forward the number on the spinner plus two bonus
squares.
You may also add a penalty for wrong answers and an option to pass for a player who doesn't want to
attempt to answer either question.
What the company wants from you: Twelve question cards, two cards for each cell part. Each card needs
one easy question and one difficult question. You will need to establish a way so that the players know
the answers to all game questions. Lastly, the company requires you to design the actual playing board
for the game.
Procedure:
1. Testing Your Questions: You will complete this task with your partners. Divide up the cell parts
equally among the members of the group. Write your questions and answers on a piece of paper first.
If you need help thinking of questions, use your textbook. Review your questions by reading them one
at a time to your partners. If the wording confuses one or more of your partners, let them help you
reword that question. If they think your questions are too hard or too easy, have them help you make
them better.
2. Creating Cards and Key: Each group member will write question cards for his/her cell parts. Each
question card should contain a difficult question and an easy question. Make sure you establish an
answer key. Remember to be professional and write as neatly as possible.
3. Creating the Board: Now create a board game like the one described by the game company. Be sure to
decorate the game with drawings of at least five of the cell parts listed. Make space on the board for
the stack of question cards and label it “Question Bank.” Also, make space for used question cards,
labeled “Question Dump” and a spinner with the numbers 1-4.
4. How-To-Play Guide: You and your partners should create a brief guide that explains to players how to
play your game. You should also explain any special rules and/or procedures.
12 total cards
2 cards for each organelle
1 easy and 1 difficult question per card
Answers for each question
Game board with at least 5 cell part drawings
Designated places for new and used question cards
Spinner
A series of squares that extend from the start square to the winner’s circle
Brief How-To Guide
Teacher Comment(s):
Scoring Rubric
Score 4
The board game meets the stated requirements: a total of 12 cards; 2 cards for each organelle;
one easy and one difficult question per card; the answers for each question; game board with
at least 5 cell part drawings; designated places for new and used question cards; a spinner; a
series of squares that extend from the start square to the winner’s circle; and a brief How-To
Guide.
Score 3
The board game is missing 1-2 of the stated requirements.
Score 2
The board game is missing 3-4 of the stated requirements.
Score 1
The board game is of poor quality and fails to meet 5 or more of the requirements.
Participation
I often contributed good ideas that were
relevant to the topic and task. I came to meeting
prepared. I did my share of the work.
Working with Others
I often compromised and cooperated. I did take
initiative when needed and/or listened and
respected the ideas of others.
Product
My part of the task is complete and accurate.
My work was submitted on time.
Understanding Content
I can speak about the topic and group work
knowledgeably. I can sum-up the lesson.
4
3
2
1
I seldom contributed good ideas. Sometimes I was
talking off-task. I did not come to meetings prepared.
I did not do my share of the work.
4
3
2
1
I seldom compromised and cooperated. I did not take
initiative when needed and/or did not listen and
respect the ideas of others.
4
3
2
1
I did not complete my part of the task. The
information I presented was inaccurate and/or not
done correctly. It was not completed on time.
4
3
2
1
I do not understand what I did in my group. I did not
ask or answer questions. I cannot sum-up the lesson.