Round 1 Industries 1900-1920


Cattle Farm Coal Mine


Craft Making


Market Vending Produce Farm Sawmill


Round 2 Industries 1920-1960 Cement Factory


Fish Canning Company Fruit Farm


Furniture Manufacturing Hydroelectric Plant Pulp and Paper Mill Restaurant


Round 3 Industries 1960–2010


Car Manufacturing Chemical Company Hotel Chain


Tourism Operation Debriefing


The results of each round and the responses of students throughout the game provide great points for discussion. As a first debriefing point, ask students how they felt when they were asked to move to the other planet. How did the movement to another planet represent living together on Earth? We all live on the same planet and rely on the same resources for survival, yet some use (and abuse) more than others. Refer to the concept of the “tragedy of the com- mons”: that we all suffer the consequences of development that damages our shared natural resources. An effective way to extend the discussion is with a


recap of comments made by students during the game. These are comments that the facilitator has heard and recorded as students discussed their investments and responded to the resulting profits and penalties. Discuss the concept of carrying capacity: of having limited land for producing what we need and absorbing our wastes. This can be linked with an ecological footprint calculation (using, for example, an on-line calculator) or lead to a follow-up project on ways to reduce what we consume and waste on the planet. Discussion can also include national policies and


10 12 12 8


5 5 4 2


Planet Transit Accounting Profit


(beads) 2


6 1 1 1 4


5 5 4 2 9 8 3


Environmental Impact (EI) penalty


(cushions) 1 4


Land Restoration (LR) fee


(beads/cushion) 4 6


2


2 2 2


4 4 1


8


5 5 4


8 7 3


Green


Technology (GT) price (beads)


5 6 6 4


international agreements on the protection of species and natural areas, trade, and greenhouse gas emissions. Finally, discussion can touch on green technologies and the short term and long term costs and benefits of our choices.


Variation: The Industry Cards provided may be substituted with others that are more relevant to your area. An alterna- tive is to work as a class at the beginning of each round to create a list of industries that reflect that era and to determine appropriate profits for each. The facilitator playing the role of Environmental Impact Agent will need to determine the envi- ronmental impact penalties of the industries in order to keep these hidden from the groups until the end of the round. This can be a spontaneous, creative and enjoyable way to play.


Georgi Marshall has spent the past ten years working in the fields of environmental education, waste management and community development in Australia, Southeast Asia, Africa and Canada. She currently resides in Tasmania, where she runs an organization developing pedal-powered activities and technology for community sustainability, energy awareness and health.


GREEN TEACHER 83 Page 19


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