The document discusses an activity where students are divided into groups and each group is given half of a story and asked to come up with 5 different ways to complete the story by adding 5 blank cards. It then provides a half story about a government wanting to build an IT complex that would require clearing 2000 trees from a forested area that acts as a "green lung" for the city. It poses 3 discussion questions about how development impacts the environment, why environmental concerns should be integrated with development concerns, and what principles could guide decision making when there are conflicts between environment and development. It asks 3 reflective questions about the ideas in the student-generated story endings and how they relate to real-life experiences, for examples of story endings and

1. Environmental Education: Std 9

2. Madhavi_Dharankar_Constructivism
 A class to be divided into groups of 5- 7.
 One half-story card and five blank cards/
papers to each group
 Each group to come up with five different ways
to complete half- story. Illustrations with
pictures, photographs, drawings are allowed.
 30 minutes to complete the task
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3. The government of Surya Pradesh wants to
build a massive information technology
complex outside their capital. They believe
that this complex will attract many
companies from all over the country and
the world and that this will provide jobs to
the people of Surya Pradesh. The area
selected for complex has about 2000 trees.
Scientists say that this area acts as a
‘green lung’ to the heavily polluted city.
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Madhavi_Dharankar_Constructivism

4. Madhavi_Dharankar_Constructivism
 How do development decisions impact the
environment?
 Why should we integrate environmental
concerns with development concerns?
 What could be the principles to guide decision
making in environment and development
conflicts?
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5. Madhavi_Dharankar_Constructivism
 What ideas and notions did the suggested ends of
the story contain? Did these notions and
perceptions that the students carried had any link
to the real-life exposures they have?
 Share a few examples of what ends the students
suggested to half a story and your comments to
these.
 Share at least one more teaching- learning ideas
(like half- a-story) that could be effective in dealing
with ‘open ended’ topics and themes like that of
sustainable development.
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