Developing an Instructional Game

40 points
Name (s): Kaitlyn Coates

Now that you have researched and evaluated instructional games and determined what criteria
are most important, you will use that knowledge to develop a game.
Review: What criteria do you feel are most important when developing an instructional game?
1.
2.
3.
4.

Content Relevant
Easy to play
Interactive and engaging
Adaptable to fit unique needs

Process: You will approach the development of the game as an instructional designer. You must
think of your objectives, correlating standards, TPACK, ASSURE, and more.
TRY to think OUTSIDE the BOX!
Game ideas: Digital camera, I spy, matching | QR code hunts, WebQuests, Photo hunt with
Google
Richard Byrne
QuestGarden
ClassTools Templates EdTech Dowloads
Google for more or use something you know.
Respond to each prompt. You will submit this document in BB.
1. On what content area and topic will you focus? Parts of the Body ( General)
2. On which standards will you focus?
a. 5th Grade Science: Standard 2: Life Science:
i. 1. All organisms have structures and systems with separate functions.
1. Develop and communicate an evidence-based scientific explanation of
the role of different organs or structures that are important for an
organisms survival in both plants and animals
2. b. Analyze and interpret data to generate evidence that all organisms
have structures that are required for survival in both plants and
animals
3. c. Create and evaluate models of plant and/or animal systems or parts
3. Write an appropriate objective. Students will be able to identify the parts of the body
from a description
4. Create an outline
a. Students will be able to identify the parts of the body ( cell, tissue, organ, brain,
heart, skeleton, ribs, stomach, liver, kidneys, tongue, eyes, ears, intestine, lungs)
5. What will you use to create your game? What are the themes or concepts?
a. Crossword with clues that gives the answers for each body part
6. What do you hope the final product will look like?

a. A completed cross word puzzle

7. Adaptations
a. Students can match pictures to answer each prompt
b. Have first letter filled out for them
c. Work in partners
d. Have expanded printing size to make easier to fill out
e. Match from a word bank
8. Instructions
a. Teacher: Provide students with ws, give adaptaions and answer questions as need
b. Student: Fill out ws based on clues. Number in () is the number of letters in word. If
more than one () then there is more than one word in answer
9. Answer Key
Across
2. liver
5. Organ System
6. Skeleton
9. Lungs
10. Stomach
14. Brain
15. Tissue
Down
1. Kidneys
3. Ribs
4. Intestine
5. organs
7. ear
8.eyes
11. tongue
12. heart
13. cell

Levels of Achievement

CRITERIA

Organization and Design

Layout &
Design

0 points

There are few or no graph

0 points
Navigation

Navigating the game is co

Instructional Design and Delivery

0 points
Objectives

Learning objectives are un

Different 0 points
Learning
Styles The game provides few au

0 points

Higher
The game provides limited
Level
Learning
Skills

Game-Based Learning

0 points
Rules or Instructions

Rules or instructions are n

0 points
Goals

Goals are vague or incomp

0 points
*Feedback

There are few or no oppor

0 points
Interaction

Student-to-device and stu

0 points
Subject

The subject or topic of the

Total Score

*Depending on the game structure, feedback may occur after students play the game.

Evaluation of Total Score:

Number of Criteria
Rated at this Level

Rating

Total Point Range

Exemplary (A)

40-50 points

50

Effective (B)

30-39 points

Baseline (C)

less than 30 points

Anything below a C will require revision until it meets the baseline requirements.

Your
Rating