Game of Life Project- Instructional Design and Project Management

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Running Head: GAME OF LIFE PROJECT
Post University
Katherine Bunko

GAME OF LIFE PROJECT - INSTRUCTIONAL DESIGN

Introduction and Opportunity
Within the Waterbury Public Schools district, the Business department is rewriting and
creating new curriculum for all classes grades six through twelve, in order to benefit our students
and to ensure that they have the skills to find a job, and find success once out of high school. The
eighth grade curriculum is evolving to focus more on financial literacy, personal finance, and
accounting topics. By introducing the Game of Life project, students will be introduced to
assessing wants versus needs in spending money, the basics of reading and building a budget,
and students will be faced with real world financial decisions once they assume the role of the
avatars provided. Students will need to devise a plan to save money, pay bill and pay back loans,
and choose a plan for housing, utilities, transportation, and any other expenses they choose to
incur. The avatars will present students with a real-world family or single living situations, and
each avatar is different for each student.
Stakeholders for this project include learners, the designer, the Wallace Middle School
Business and Computers Team, the district wide middle school Business and Computers team,
the eighth grade Math teachers at the district middle schools, both the high school Business and
Math teachers, the curriculum writing team for the Business department, the Bilingual
department, the middle school Special Education teachers, the administration overseeing the
creation of the project, and the district curriculum supervisor for the Business department (Cox,
2009 pgs. 7-8). Students will be using the available desktop computers in order to complete this
project digitally. Students will be asked to complete their final budgets using Excel 2013, which
will serve as a final Excel assessment for middle school. Learners will be provided a digital copy
of the workbook, and will have consistent access to the internet to complete research, and will
complete modules using the e-Learning tools provided. Students will be asked to create a

GAME OF LIFE PROJECT - INSTRUCTIONAL DESIGN

PowerPoint presentation once the project is finished describing their avatars life and what
theyve learned from completing this project. Students will be asked to type all information, as
another form of assessment in their ability to type prior to finishing middle school. The district
goal for eighth grade students within the district is 30 words per minute, with an accuracy of
95%.
Project Proposal
The Game of Life Project is being designed for eighth grade classes at Waterbury Public
Schools in order to prepare students for real-life scenarios regarding money. The project will
serve as the Personal Finance unit for the new eighth grade Business Exploratory curriculum that
is being presently written. Students are typically unaware of the financial opportunities available
to them in the future, which will make college a reality, and not just a dream. The goal of the
project is to enlighten students on the importance of budgeting wisely, and how to truly make
smart spending decisions in the future.
In order to achieve success in creating the Game of Life Project, the technologyintegrated five module project that teachers students the importance of education, budgeting and
making smart financial decisions that they will make in the future will be created and finished by
June 9, 2017, at a cost of two hundred dollars for resources, and at a labor cost of 4410 hours.
The budget includes 660 hours for creating e-Learning modules for the first three
activities, Bookkeeping Basics, Budget Busters, and Monthly Payment 101. 3750 labor hours
will be dedicated to creating the Game of Life Simulation (Clark, n.d).
The project includes five modules in which students will learn to analyze a budget, put
together a savings plan, choose between loan options, create a budget for the entire duration of

GAME OF LIFE PROJECT - INSTRUCTIONAL DESIGN

the life simulation, and determine what the monthly payment would be for their dream car,
including the costs of their loan interest, gas, and insurance. This project also emphasizes the
importance of students continuing their education after high school. The simulation module
presents students with numerous job and career opportunities to choose from. With each job and
career, students will be asked to determine what level of education or training is necessary. If
their position required training, or college, students will choose where they received their
education. Students will quickly notice a difference in salary, as students with a bachelors earn at
least twice what those with a high school diploma make each year (Study.com, n.d.) The 2010
U.S. Census showed that only 17.2% of Waterbury residents over the age of 25 have earned high
school diplomas (Waterbury, Connecticut Census Data 2010). The unemployment rate in
Waterbury as of 2015 was 9.0% ("Labor Market Information - Most Recent Labor Force Data for
Connecticut Towns"). This project shows students the impact of not having an education by
students seeing not only the differences in salary amongst their peers, but seeing a yearly budget.
Those who choose positions that do not require an education will potentially struggle to make
ends meet throughout this project, whereas those who choose a position that will require
training or a Bachelors Degree or higher, may find the budgeting part of the project easier.
Milestones for the projects include creating each module. It is the goal of the designer to
finish three modules by December of 2017. The modules would be timed at an hour each for
students to complete. This would leave 3750 hours of time, and six months to develop the Game
of Life Simulation. The fifth module was previously created by the designer, and students will
use EasyGenerator to complete the module online.
Requirements for the project include five modules: Bookkeeping Basics, Budget Busters,
Monthly Payment 101, The Game of Life Simulation, and The Game of Life: Dream Car. Each

GAME OF LIFE PROJECT - INSTRUCTIONAL DESIGN

module will have technology integrated throughout. Bookkeeping Basics, Budget Busters, and
Monthly Payment 101 will have components completed in Excel. The Game of Life Simulation
will require students to create a yearly budget in Excel, and create a presentation detailing their
simulated life. The Game of Life: Dream Car will be completed through an e-Learning module
created by one of the designers. It will serve as the final Excel 2013, and PowerPoint 2013
assessments for students in the eighth grade, and will be shared as a part of their portfolio passed
on to their high schools.
Work Breakdown Structure
1. Primary Task Bookkeeping Basics and Budget Busters: Develop learner guide for both
activities
1.1. Main Task Develop a template on Excel 2013 for students to calculate net pay after
taxes for each of the case studies presented. There are ten individual case studies
between Bookkeeping Basics and Budget Busters. The Excel 2013 template should have
a tab for each case study.
1.1.1. Supplementary Task Develop an equations guide for Bookkeeping Basics, and
Budget Busters
1.1.2. Supplementary Task - The designers will collect calculators for student use
throughout the duration of the project.
1.2. Main Task Create a space in the spreadsheet for students to describe whether or not the
person(s) in the case study can afford the items they would like to purchase.
1.2.1. Supplementary Task Create a space for students to highlight on the spreadsheet
whether the item is a want or a need.
1.2.2. Supplementary Task Create a space in the spreadsheet template for students to
create a budget in order to set money aside to purchase the item in the future.
1.3. Main Task Upload documents to Google Drive for team to review.
1.3.1. Supplementary Task- Team reviews documents and sends in an okay if the
documents are finished.

GAME OF LIFE PROJECT - INSTRUCTIONAL DESIGN

1.4. Main Task - Have documents and tools translated with the assistance of the bilingual
staff.
1.4.1. Supplementary Task- Team reviews documents and sends in an okay if the
documents are finished.
1.5. Main Task - Have documents and tools differentiated with the assistance of the special
education staff.
1.5.1. Supplementary Task- Team reviews documents and sends in an okay if the
documents are finished.
1.6. Main Task Upload Excel 2103 template with tabs for each case study already created
to classroom Edmodo page for students to download, work in, and then submit via
Edmodo. Upload all necessary translated and differentiated documents.
2. Primary Task: Monthly Payment 101: Create a template in Excel 2013 for students to analyze
loan offers presented in each case study. There will be five tabs with a template provided for
each case study.
2.1. Main Task Create an equations guide for Monthly Payment 101
2.2. Main Task- A space will be created in the template in which students can calculate the
monthly payment of the loan being provided for the purchase or investment. Students
will be expected to use formulas to complete this task.
2.2.1. Supplementary Task A cell will be created in which the monthly interest rate of
the loan should be calculated in.
2.2.2. Supplementary Task A space will be created in the spreadsheet for students to
establish whether or not the monthly payment with interest will fit within the given
budget.
2.3. Main Task A cell will be designated for students to determine the long term cost of the
loan presented.
2.3.1. Supplementary Task The cell below the created cell for Task 2.2 will be
designated for students to calculate the number of months it will take to pay off the
loan.

GAME OF LIFE PROJECT - INSTRUCTIONAL DESIGN

2.3.2. Supplementary Task The cell below the created cell for Task 2.2.1 will be
designated for students to calculate the total cost of the interest the person in the
case study will have paid in order to pay off their loan.
2.4. Main Task Create a space in the templates in which students will be expected to
provide a recommendation to their consumer. Students will be expected to write why the
loan will or will not fit in their budget.
2.4.1. Supplementary Task Insert directions in the template for students which will
explain that students will color the cell green for their recommendation to take the
loan, or red for their recommendation to not take the loan.
2.5. Main Task Upload documents to Google Drive for team to review.
2.5.1. Supplementary Task- Team reviews documents and sends in an okay if the
documents are finished.
2.6. Main Task - Have documents and tools translated with the assistance of the bilingual
staff.
2.6.1. Supplementary Task- Team reviews documents and sends in an okay if the
documents are finished.
2.7. Main Task - Have documents and tools differentiated with the assistance of the special
education staff.
2.7.1. Supplementary Task- Team reviews documents and sends in an okay if the
documents are finished.
2.8. Main Task Upload Excel 2103 template with tabs for each case study already created
to classroom Edmodo page for students to download, work in, and then submit via
Edmodo. Upload all necessary translated and differentiated documents.
3. Create a template for students to select a job or career to begin their lives in the Game of
Life Simulation. Their selected job card or career card will indicate their annual salary, their
tax rate, their available savings, and the amount of debt they are in at the beginning of the
simulation.

GAME OF LIFE PROJECT - INSTRUCTIONAL DESIGN

3.1. Main Task In the template, students will be provided with three loan options, from
which they need to pick one, in order to consolidate their debt. The template should have
space for calculations to be completed for each option.
3.1.1. Supplementary Task Provide an area for students to calculate the monthly
interest rate for each of the three loans over the designated time period.
3.1.2. Supplementary Task Provide a space in the template for students to calculate the
long term costs of the loan options and determine how much the interest will cost
for all three loans.
3.2. Main Task- Create a template in Excel 2013 for students to prepare their budget for the
first year of the game.
3.2.1. Supplementary Task Using the template created for Task 3.1, create a list of
options for students to select for housing utilities and insurance are included in
total cost.
3.2.2. Supplementary Task Using the template created for Task 3.1, create a list of
options for students to select for a grocery plan.
3.2.3. Supplementary Task Using the template created for Task 3.1, create a list of
options for students to select a mode of transportation with insurance included.
3.2.4. Supplementary Task Using the template created for Task 3.1, create a list of
options for students to select for a cellphone plan.
3.2.5. Supplementary Task Using the template created for Task 3.1, create a list of
options for students to select other monthly expenses to start the game with.
3.2.6. Supplementary Task Using the template created for Task 3.1, create a list of
options for students to choose a savings goal to start the game with.
3.3. Main Task Create directions for students to create a PowerPoint Presentation that will
depict their life at the beginning of the simulation. This will serve as the final assessment
for PowerPoint in the eighth grade class. Students will be expected to program the
PowerPoint to have animations, transitions and sound.
3.4. Main Task Provide students with a major life update at the beginning of year two.

GAME OF LIFE PROJECT - INSTRUCTIONAL DESIGN

3.4.1. Supplementary Task- Provide students with directions to update their Excel 2013
Budget
3.4.2. Supplementary Task Provide students with directions to update their PowerPoint
presentations with their major life update.
3.5. Main Task Provide students with a major life update at the beginning of year three.
3.5.1. Supplementary Task- Provide students with directions to update their Excel 2013
Budget
3.5.2. Supplementary Task Provide students with directions to update their PowerPoint
presentations with their major life update.
3.6. Main Task Provide students with a major life update at the beginning of year four.
3.6.1. Supplementary Task- Provide students with directions to update their Excel 2013
Budget
3.6.2. Supplementary Task Provide students with directions to update their PowerPoint
presentations with their major life update.
3.7. Main Task Provide students with a major life update at the beginning of year four
3.7.1. Supplementary Task- Provide students with directions to update their Excel 2013
Budget
3.7.2. Supplementary Task -Provide students with directions to update their PowerPoint
presentations with their major life update.
3.8. Main Task Upload documents to Google Drive for team to review.
3.8.1. Supplementary Task- Team reviews documents and sends in an okay if the
documents are finished.
3.9. Main Task - Have documents and tools translated with the assistance of the bilingual
staff.
3.9.1. Supplementary Task- Team reviews documents and sends in an okay if the
3.10.

documents are finished.

Main Task - Have documents and tools differentiated with the assistance of the

special education staff.

3.10.1. Supplementary Task- Team reviews documents and sends in an okay if the
documents are finished.

GAME OF LIFE PROJECT - INSTRUCTIONAL DESIGN

3.11.

Main Task Upload Excel 2103 template with tabs for each case study already

created to classroom Edmodo page for students to download, work in, and then submit
via Edmodo. Upload all necessary translated and differentiated documents.
4. Primary Task Prepare a survey of seven short answer, open-ended questions in which
students will analyze their results from their simulation and reflect on what theyve learned
via a quiz provided on Edmodo.
4.1. Main Task Prepare a turn in guide for students on how and where to turn in their
budgets and their PowerPoint on their life.
4.2. Main Task Upload documents to Google Drive for team to review.
4.2.1. Supplementary Task- Team reviews documents and sends in an okay if the
documents are finished.
4.3. Main Task - Have documents and tools translated with the assistance of the bilingual
staff.
4.3.1. Supplementary Task- Team reviews documents and sends in an okay if the
documents are finished.
4.4. Main Task - Have documents and tools differentiated with the assistance of the special
education staff.
4.4.1. Supplementary Task- Team reviews documents and sends in an okay if the
documents are finished.
4.5. Main Task Upload all documents necessary to the classroom Edmodo page for students
to download, work in, and then submit via Edmodo. Upload all necessary translated and
differentiated documents.
5. Primary Task The Game of Life: Dream Car e-Learning Module. Create a directions guide
for students to access and complete the e-Learning module online.
5.1. Main Task Post a link to the eLearning module on the groups Edmodo page.
5.1.1. Supplementary Task Post the credit score worksheet on the groups Edmodo
page, and provide directions for students to turn in the sheet to that specific
assignment.
5.1.2. Supplementary Task - Provide students with a document in which they can take
notes on each module.

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GAME OF LIFE PROJECT - INSTRUCTIONAL DESIGN

5.2. Main Task Post an assignment link on the groups Edmodo page for students to
research and select their Dream Car, by using the previously created Word 2013
Document. The document can also be found embedded in the e-Learning module.
5.3. Main Task Create a comparison document for students to take notes on variable
expenses and fixed expenses.
5.3.1. Supplementary Task Post an assignment link on the groups Edmodo page for
students to calculate their dream cars insurance plan, by using the previously
created Word 2013 Document. The document can also be found embedded in the eLearning module.
5.3.2. Supplementary Task Post an assignment link on the groups Edmodo page for
students to calculate a monthly budget for gasoline, by using the previously created
Word 2013 document. The document can also be found embedded in the e-Learning
module.
5.4. Main Task Create a document for students to compare what theyve learned through
completing the simulation, and from completing the e-Learning module. Provide
students with a place to reflect on what spending habits they presently have, and what
spending habits they need to change.
5.4.1. Supplementary Task Provide students a space to determine a new savings goal
having just finished this project.
5.4.2. Supplementary Task Provide students with a space to explain what they learned
in regards to the amount of education a person receives versus how much they earn
each year.
5.5. Main Task Upload documents to Google Drive for team to review.
5.5.1. Supplementary Task- Team reviews documents and sends in an okay if the
documents are finished.
5.6. Main Task - Have documents and tools translated with the assistance of the bilingual
staff.

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GAME OF LIFE PROJECT - INSTRUCTIONAL DESIGN

5.6.1. Supplementary Task- Team reviews documents and sends in an okay if the
documents are finished.
5.7. Main Task - Have documents and tools differentiated with the assistance of the special
education staff.
5.7.1. Supplementary Task- Team reviews documents and sends in an okay if the
documents are finished.
5.8. Main Task Upload all documents necessary to the classroom Edmodo page for students
to download, work in, and then submit via Edmodo. Upload all necessary translated and
differentiated documents (Cox, 2009, pgs 79-80).
Instructional Design Project Plan Rationale
The project manager for the Game of Life project chose to prepare the project schedule,
an analysis of stakeholders, and communication plan for this project to help guarantee success
along the way for all team members. The analysis of the stakeholders allowed the project
manager to determine what tasks each stakeholder would be responsible for completing. This
allowed for the project schedule to be determined. The members of the design team include the
thirteen Business and Computers teachers at the three Waterbury Public Middle Schools, and one
teacher from the alternate education school.
The communication plan was chosen because communication can make or break a
project. By using Google Drive to communicate, the stakeholders are following the already
established way of communication outside of this project. The district uses Google Drive to
communicate with all teachers, share lesson plans, unit plans, resources, ideas, curriculum,
competencies and standards, and a place where projects can be worked on as a team. The
communication plan template models what is seen in the Cox text, from both planning
documents provided, and from what the district already uses. Using Google Drive allows all

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GAME OF LIFE PROJECT - INSTRUCTIONAL DESIGN

stakeholders access at all times, and ensures that work can be completed even when the design
team cannot all be in the same place at the same time. Key messages will be communicated right
in the spreadsheet, and the stakeholder sending the message will be asked to send an email
including the links to the documents needing to be accessed. This follows the system presently in
place for emailing resources posted on Google Docs for teachers. This project relies heavily on
the designers finishing their specific tasks, and posting and sharing their resources on Google
Drive. While there are master copies of all resources collected, managed by the project manager,
there may be better resources available that can be shared with the whole group that would better
assist students in completing this project. Google Docs and Spreadsheets also allows
stakeholders to work on the same documents at the same time if necessary. This project would
not be created in a timely fashion without communication from stakeholders, and this method
has worked in the past for this team in designing projects (Cox, 2009, pg. 114-119, Langevin
Learning Services, 2009 & Project Agency, n.d.).
The project schedule was chosen by the project manager to specifically outline what the
goals for labor should be, and what the responsibilities of each stakeholder will be. This also
breaks down each task needing to be completed (Cox, 2009, pgs. 91-96). This allows the
designers to see what they are individually responsible for, and how long they should work on
their task. Given that the designers are largely working on their own, seeing the schedule can
show them how their piece specifically fits into the larger piece of the puzzle. The project
schedule also builds in time for stakeholders to review each piece of each module. This ensures
that each document is what all project team members analyzes any changes needing to be made,
or any modifications necessary for all students to succeed no matter what their abilities are.

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GAME OF LIFE PROJECT - INSTRUCTIONAL DESIGN

The stakeholder analysis was chosen by the project manager to ensure that each role of
each stakeholder was broken down and establish. This piece also positively compliments both
the project schedule and the communication plan. Not all stakeholders will take part in designing
the project, but will be affected by the outcome of this project. All risks have now been
investigated and discussed to ensure those risks do not become a reality for anyone involved in
the creation of this project (Langevin Learning Serivces, 2009). This analysis combines the
human resource plan, and establishes a plan for managing all stakeholders throughout the
project, to ensure that each stakeholder is happy with the product when it is completed to provide
to students (Cox, 2009, pgs. 111-122).
These three specific components were chosen because they are tied together, and
positively impact the project being completed. It would be challenging to prepare a budget plan
because the labor hours are provided by stakeholders who are all salaried employees, and the
cost to create this project is potentially only $200.00. It was also challenging to define what risks
might occur, other than a change in curriculum supervisors, and simply not finishing by the
initially set deadline. While these are very important to the final project created, the three pieces
that were put together by the project manager will be very helpful for the project, and will be
used consistently during the design and development processes.
Conclusion
This project serves as a major change for the eighth grade curriculum within the
Waterbury School District. It was presented to the staff in a positive manner, and welcomed in a
positive manner. It is intended to help familiarize students with potential financial situations
students may need to confront in the future. It will introduce students to the important of

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GAME OF LIFE PROJECT - INSTRUCTIONAL DESIGN

budgeting, and to the importance of receiving an education and the effect education has on
potential earnings. This meets the needs of both the curriculum, and the expectation that the state
competencies will be introduced to students at a younger age to better prepare them to take the
Perkins test once in high school. This project will positively benefit students, as they will be
introduced to Personal Finance and budgeting skills at a younger age, and will be better prepared
to start budgeting in the future.

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GAME OF LIFE PROJECT - INSTRUCTIONAL DESIGN

Resources
21st Century Math Products. (n.d.). The Game of Life -- Financial Literacy Project. Retrieved
September 01, 2016, from https://www.teacherspayteachers.com/Product/TheGame-of-

Life-Financial-Literacy-Project-627444

Aud, S., Rathbun, A., Flicker-Wilkinson, S., Kristapovich Xiaolei, P., Zhang, W., & Notter,
L., (May 2013). The Condition of Education 2014. Retrieved September 3, 2014 from
http://nces.ed.gov/pubs2015/2015144.pdf.
Clark, D (n.d.). Estimating costs and time in instructional design. Retried September 23, 2016
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Cox, D. M. (2009). Project management skills for instructional designers: Workbook.
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Project Agency. (n.d.). Blank project management templates. Retrieved October 1, 2016, from
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26505542_1

Practical Money Skills for Life. (2009, April). The Art of Budgeting- Student Activities.
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Waterbury, Connecticut Census Data - 2010. (n.d.). Retrieved September 23, 2015, from
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