LANDOPOLY:

A DECISION-MAKING GAME
Subject: Social Studies, Science
OVERVIEW
Skills: Citizenship, Decision Making, Discussion, Listening, Responsibility, Role-playing, Small Group
Duration: 1-2 lesson periods (or more depending on depth and discussion) Students play a board game to develop their
Setting: Classroom land-use decision-making skills. Through the
Materials:
various choices posed in the game, students are
— copies of the game board (one per small group of students) asked to consider both economic and environ-
— 1 set of the Decision Cards per game board
—1 set of the Neighborhood Potluck cards per game board mental well-being in making land-use decisions.
—1 die (not a pair) per game board
—tape
—scissors
—4 different-colored playing pieces per game board (construction paper squares or pieces from OBJECTIVES
another game)

Michigan Curriculum Framework Content Standards and Benchmarks:

After participating in this activity, students will be able to:
— Science LEC- III.5 e-4: Strand III. Using Scientific Life Science Knowledge, Standard 5. • Understand and discuss land-use practices that af-
Ecosystems (LEC), Benchmark e-4. Describe positive and negative effects of humans on the
environment. (Key concepts: Human effects on the environment- garbage, habitat destruction, fect woodlands, farmlands, open space, and wet-
land management, renewable and non-renewable resources. Real-world contexts: Household lands.
wastes, school wastes, waste water treatment, habitat destruction due to community growth,
reforestation projects, establishing parks or other green spaces, recycling.) • Recognize personal priorities and make decisions
— Science II.III.5.MS 5: LEC Ecosystems, Standard III.5. Describe how materials cycle through
an ecosystem. Benchmark MS 5. Explain how humans use and benefit from plant and animal with regard to woodlands, farmlands, and wetlands.
materials.
— Social Studies II.2.LE.2: Strand II. Geographic Perspective, Standard 2. Human/Environment
• Describe some of the economic factors that often
Interaction, Benchmark LE 2. Describe the location, use, and importance of different kinds of affect land use.
resources and explain how they are created and the consequences of their use.
— Social Studies IV.1.LE.2: Strand IV. Economic Perspective, Standard 1. Individual and • If the game is played in teams, students will use
Household Choices. Benchmark LE 2. Identify the opportunity costs in personal decision
making situations.
group decision-making skills such as listening,
— Social Studies IV.1.LE3: Strand IV. Economic Perspective,. Standard 1. Individual and brainstorming, compromise, vote, and/or integration
Household Choices.. Benchmark LE 3. Use a decision making model to explain a personal
choice. to make team decisions.
— Social Studies VI.2.LE1: Strand VI. Public Discourse and Decision-Making, Standard 2.
Group Discussion, Benchmark LE 1. Engage each other in conversations that attempt to
clarify and resolve issues pertaining to local, state, and national policy.
— Social Studies II.2.MS 3: Geographic Perspective, Standard 2. Describe, compare and
explain the locations and characteristics of ecosystems. Benchmark MS 3. Explain the BACKGROUND
importance of different kinds of ecosystems to people.
— Social Studies II.2.MS 4: Geographic Perspective, Standard 2. Describe, compare, and We all make choices every day (what to wear, what to eat,
explain the locations and characteristics of ecosystems. Benchmark MS 4. Explain how how much time to spend on homework, and so on). Some de-
humans modify the environment and describe some of the possible consequences of those
modifications. cisions require advanced cognitive skills such as consequen-
— Social Studies II.2.MS 5: Geographic Perspective, Standard 2. Describe, compare and tial and critical thinking. With the various choices presented
explain the locations and characteristics of ecosystems. Benchmark MS 5. Describe the
consequences of human/environment interactions in several different types of environments. in this game, students are asked to consider economic, social
— Social Studies VI.2.MS 1: Public Discourse and Decision Making, Standard 2. Engage peers and environmental well being in making their decisions. This
in constructive conversation about matters of public concern. Benchmark MS 1. Engage each
other in conversations which attempt to clarify and resolve national and international policy process is good practice for real-life situations that students
issues. may encounter.
Kent County Collaborative Core Curriculum (KC4):
What is it that compels individuals to make the deci-
—Science: 3:5 sions they do? Money (economics) is often the biggest factor.
5:1, 5:4 Usually, personal interests and preferences play a major role.
—Social Studies: 3:7
4:4, 4:8, 4:9 Decisions also can be influenced by personal values such as
6:2, 6:3, 6:4, 6:5, 6:7, 6:8, 6:9, 6:10 concern for the environment or social equity.
7:3, 7:4, 7:7, 7:9
8:3, 8:6, 8:7, 8:9 When it comes to land use issues, the health of the environment
is one of the most important factors to consider. However, indi-
vidual monetary gain and the stability of the regional economy
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UNITED GROWTH FOR KENT COUNTY • MICHIGAN STATE UNIVERSITY EXTENSION
 often override consideration for the 4. State that the class will be playing a
environment. A healthy marriage of game to explore land use decisions.
ecological concerns and economic Students should carefully weigh
vitality could be called economics. economic, social, and environmental
We use the idea of economics as a factors when making their choices.
Choosing to protect or preserve
framework for making land use de-
the environment, even at economic
cisions in this lesson. cost, will typically (but not always!)
Because our society typi- be rewarded. (Alternatively, you may
cally prioritizes economic over choose to have students first play
environmental preservation, the without instruction, then discuss
game played in this lesson tends economics, ecology, and social factors
to reward environmental sensitiv- during and after the game. The game
ity that may incur economic costs. can then be played again with those
Land use decisions should be factors in mind.)
based on careful analyses of the
expected consequences. Econom- 5. Divide the class into groups to play
ic, ecological, and social implications the game. The game may be played
by two to four players or two to four teams of players.
of alternative courses of action should be considered, and the
Each game will last approximately 30-45 minutes.
best practices of democratic citizenship should be employed in
the land use decision making process. 6. Review the rules of the game with the students:
A. Each player (or team) selects a game piece and
PROCEDURE places it on the space marked Start. Each player
rolls the die and the player rolling the highest
1. Before doing this activity: number goes first; play proceeds in a clockwise
A. Read the game instructions in number six. direction.
B. Make a game set for each group that will be playing. Each B. The first player rolls the die and moves his or her
group will need a game board, a set of Decision Cards, playing piece the number of spaces indicated on
and a set of Neighborhood Potluck cards. the die. The players move in the direction indi-
cated by the arrows on the board. When a player
2. Ask students to describe decisions they have made recently. lands on a blank space, his/her turn is over and
Have them cite examples of particularly good or poor choices. play advances to the next player. When a player
Why was the choice a good one or a poor one? As an example, lands on a space marked Neighborhood Potluck
ask: s/he may choose a card, read it aloud, and follow
• What considerations are important to you when you are the directions on the card (move forward 1, or
choosing a pair of shoes to buy? (Considerations could move backward 1).
include the cost, the quality, the color or style, the impact of C. Decision Cards: when a player lands on a Decision
the manufacturing process on the environment, whether or Card space, s/he must select the top card on the
not workers in the factory received a fair wage, and so on.) pile (cards should be folded consequences down).
• How can poor choices be a good experience? (We can learn An opponent reads the “Decisions” portion of the
from our mistakes.) card aloud. (Do not read out the “Consequences”.)
The player has a maximum of two minutes to
3. Discuss economics before you begin to play. Have students make a choice. If playing in teams, team members
identify values that should be considered when land use decisions may discuss the decision quietly. When a player
are being made. Conclude with a review of the many economic, announces his or her decision, the person hold-
social, and ecological factors that should be considered when ing the card reads the “Consequences,” which tell
making land use decisions. These can include: how many spaces the player has earned or lost
• Ecological factors - preserving and protecting natural areas for the decision that was made. The player must
for wildlife habitat, rainwater capture/flood control, or wise/ follow the instructions given on the card and return
thoughtful land use development. the card to the bottom of the pile. The player’s turn
• Social factors - ensuring that development does not place one continues until landing on a blank space. Play then
social class at an advantage over another (such as zoning moves to the next player or team.
thatexcludes low income housing). D. The game is over when a player reaches the WIN-
• Economic factors - contributing to economic production and NER space at the end of the game board.
vitality, personal gain, wise thoughtful land use development.

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UNITED GROWTH FOR KENT COUNTY • MICHIGAN STATE UNIVERSITY EXTENSION
 Adaptations/Extensions
1. Have students write a series of Decision Cards that apply to the
management of specific woodlands, farmlands, or wetlands in their
community, for example state parks, lakes, rivers, or nature trails.
Include current political debates if possible.

Computer Extensions
1. Michigan Land Use Institute. Homepage. Mar. 2002. 19 Mar. 2002.
<http://www.mlui.org/> (The Institute is very involved in land use
issues and policies and will be able to offer thorough information and
7. When students understand the rules, start playing the game. advice. The site contains the latest information on policies in the leg-
If playing the game in teams, allow teams time to develop islature and a collection of articles on Michigan land use problems
their method of decision making. A brief explanation of the and issues.)
difference between majority vote and consensus may be ap-
propriate. SOURCE
Landopoly was adapted from the lesson Hydropoly. Hydropoly from
8. After the games have ended, discuss the results, who won, WOW! Wonders of the Wetlands, is used with permission from Envi-
and why did the winner reach the end more quickly than ronmental Concern Inc. For further information, contact Environmental
others? What did players think about while making decisions? Concern, Inc. at 410-745-9620 or visit <www.wetland.org>.
Students can revise or confirm the considerations they made
ADDITIONAL RESOURCES
in the opening discussion.
Contacts:
NOTE: The consequences specified on each Decision American Planning Association (APA) or the Michigan Chapter of
Card reward students for choosing to protect farmland, the APA
forests, wetlands, and open space. If you wish other Local City Planning Division
values to be considered, have the class or a team of stu- Local Planning Commission
dents develop a new set of Decision Cards and substitute Michigan Department of Environmental Quality
them for the provided Decision Cards before the game Michigan Department of Natural Resources
Michigan Land Use Institute
begins. The Nature Conservancy
Timberland Resource Conservation and Development
9. Discuss why it is important to consider woodlands, farmlands, United Growth for Kent County
and wetlands in scenarios like those presented in the game. U.S. Environmental Protection Agency (EPA), Env. Ed. Program
Have students research community actions regarding land U.S. Fish and Wildlife Service (FWS), Public Affairs
resource management in their own area. Do they think wise
References and Teacher Resources
decisions were made?
Caduto, M. A Guide to Environmental Values Education UNESCO-
UNEP International Environmental Education Program, Envi-
ASSESSMENT OPTIONS ronmental Education Series, no. 13. Paris, France: UNESCO,
1985.
1. During the game, observe students as they demonstrate their Hungerford, Harold, et al. Investigating and Evaluating Environ-
decision making skills and their understanding of land use mental Issues and Action Skill Development Modules. Cham-
issues through the choices they make that allow them to move paign, IL: Stipes Publishing Co., 1992.
Miller, G. Taylor, Jr. Resource Conservation and Management. Bel-
ahead on the game board; or observe students’ justification and mont, CA: Wadsworth Publishing Company, 1990.
reasoning for their decisions. Polesetsky, Matthew, ed. Global Resources: Opposing Viewpoints,
2. Have students identify additional considerations (including eco- San Diego, CA: Greenhaven Press, Inc.,1991.
nomic, ecological and social factors) that are important when
making decisions about how land is used. Additional Lessons
3. Give each student a Decision Card and have him/her write es- Project WILD Aquatic: To Dam or Not to Dam, Pg. 134-137; Drag-
say answers to some of the following questions: onfly Pond, Pg. 154-159; Aquatic Times, Pg. 126-128.
Project WILD: Shrinking Habitat, Pg. 258-261.
• Which choice would you make?
WOW! Wonders of the Wetlands: Hear Ye! Hear Ye!, Pg. 253-259.
• Why would you choose that option?
• What are the environmental consequences of that deci- CONCEPTUAL FRAMEWORK REFERENCE
sion? IA1,IF3,IVD1,IVE1,IVF1,VA1,VB1,VC1,VD1
• Are you willing to accept those consequences? Why or
why not? TEACHER MEMOS
• What are the economic consequences of the decision? Are
you willing to accept those consequences? Why or why
not?
• What can you do to make the negative environmental,
economic or social consequences any better?
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UNITED GROWTH FOR KENT COUNTY • MICHIGAN STATE UNIVERSITY EXTENSION
 Landopoly Decision Cards
NOTE TO TEACHERS: The consequences specified for each decision reflect a cer-
tain set of values. Ecological, economic and social considerations are all represented
by the decisions. However, the choices to protect and preserve natural lands are
generally (but not always!) rewarded. Alternative consequences and value systems more
specific to your community may be substituted by you or a team of class members.

Decisions! Decisions! Consequences:

You have inherited $500,000! Now you can
(A) Building in the middle of a forest

FOLD HERE
buy your dream home. You narrow your
choices down to two properties: will surely harm or destroy forest
(A) Build a new home nestled in a quiet habitat! Move back 3 spaces.
upland forest, or
(B) Buy a house in a nice city neighborhood. (B) If you move into a previously built
Both properties cost the same. Which will
home, you will not harm any natural
you choose?
habitat. Move ahead 3 spaces.

Decisions! Decisions! Consequences:

You live in a bustling city that lies near
the a river. It is election day for a new (A) Building close to the river will
mayor: surely harm or destroy woodlands,
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Candidate A promises increased economic farmlands, and wetlands. Move

growth and more jobs. He supports the back 3 spaces.
construction of a huge new shopping mall (B) It makes sense to build in an area
near the river. that is already developed, keeping
Candidate B proposes to increase economic natural lands undeveloped so they
growth by promoting travel and can add to the economy in other
recreation. He also wants to build a mall,
ways. Move ahead 3 spaces.
but on an abandoned building site near a
major highway. Will you vote for A or B?

Decisions! Decisions!
You are a kind-hearted person who donates
$200 each year to a charity or good cause.
You have been asked to give money to either: Consequences:
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(A) a conservation organization that Both choices have their merits and
helps protect woodlands, farmlands, and positive results. Move ahead 1 space.
wetlands worldwide, or
(B) a local Boy Scout troop.
If you choose A, you will be helping to
preserve land and protect habitat all
over the world. If you choose B, you can
ask the Scouts to use the money to clean
up or restore a small lot, park, or highway
in your community. Which will you choose?
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UNITED GROWTH FOR KENT COUNTY • MICHIGAN STATE UNIVERSITY EXTENSION
 Decisions! Decisions!
You are a farmer who is getting older and
thinking about retiring. Part of your land is Consequences:
wetlands (a low-lying area that stays very
wet). You need to sell your land to earn (A) Wetlands should be preserved

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retirement money. You are offered money whenever possible. Move back
from: (A) someone who will develop the land 2 spaces.
for housing or business, and (B) a (B) Thank you for accepting less money
conservation organization that will keep the
land as a wetland preserve. The conservation to preserve valuable wetlands!
organization will also provide you with a tax Move ahead 3 spaces.
break. Both options will give you enough
money for retirement, but the developer
offers you twice as much money as the
conservation organization. Which will you
choose?

Consequences:
Decisions! Decisions! (A) The housing is needed, but it
You are a town zoning officer — you de- can be built in another location.
cide how land in your town can be used,
including what can be built on it if The woodland provides valuable
FOLD HERE

anything at all. One of only a few wood- habitat for wildlife. Move back 2
lands in the town is due for rezoning. The spaces.
townspeople are encouraging you to vote
it one of two ways on the zoning: (B) With so few woodlands in town,
(A) allow low-income housing to be built the loss of this one would be most
there (this housing is badly needed, al- unfortunate. Choosing another
though other sites are available for
it), or site more development provides
(B) zone the area to preserve the the low-income housing that is so
woodlands. Which will you choose? badly needed. Move ahead 2 spaces.

Decisions! Decisions! Consequences:

You are a very wealthy landowner who is (A) Move ahead 3 spaces.
about to build a housing development that
will make you even richer! The land (B) Move ahead 1 space. The plan to
FOLD HERE

contains some woodland and wetlands which replace the woodland and wetland
would be destroyed by the project. You
can: is a decent choice. However, artifi-
(A) cancel the project, or cial habitats may not be as healthy
(B) go to great expense to build new as natural ones. In addition, there
wetlands and plant new trees nearby to will be great financial cost to re-
replace the habitats that will be place the habitats.
destroyed. Which will you choose?

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UNITED GROWTH FOR KENT COUNTY • MICHIGAN STATE UNIVERSITY EXTENSION
 Decisions! Decisions!
You are a farmer. You own 100 acres that
you plant in corn near a river. Times are Consequences:
tough financially, and you and your spouse
are expecting a child. In the past, you have (A) Move ahead 4 spaces. Thank you

FOLD HERE
left a strip of land along the waterway un- for making a difficult choice to
plowed. The natural growth of the wetland protect the river!
plants (called a buffer strip) helps keep the
water clean and provides habitat for animals. (B) Move back 2 spaces.
But if you planted corn there instead you
would have 15 extra acres of crops and
earn an additional $3,000. You‛ve heard
about a government program that will pay
you $1,000 to keep the buffer strip in place.
Will you leave the buffer strip (A) or plant
corn (B)?

Decisions! Decisions!
You work for the state‛s highway department.
A new road being built will destroy six
acres of Great Lakes wetland. To get the Consequences:
permit to build the road, the department
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had to promise to replace the wetlands. (A) Move ahead 3 spaces.

You are in charge of hiring a company to
do the work and you must choose between (B) Move back 3 spaces.
two companies. The expensive one guar-
antees that the new wetlands will survive.
The cheaper one does not, but thinks
that their wetland will be okay. Will you
(A) spend more and get the guarantee, or
(B) save state money and take a chance
on the wetlands survival?

Decisions! Decisions!
You have designed your dream house, and
you are very proud of it. The plans show
Consequences:
a long driveway through a field to a beauti- (A) Move back 2 spaces.
ful house nestled back in the woods. The
FOLD HERE

(B) Move ahead 2 spaces. That is

house will be nice and cool in the summer a great change of plans! The
and protected from cold winds in the win-
ter. Many of the trees on your property comfort of the house can be
will have to be cut down to make space maintained by incorporating other
for the house and garage. Will you (A) energy saving features and by
build the house as planned, or (B) have a planting additional trees around
shorter driveway and build the house in
the field in front of the woods? (This will the house.
be more uncomfortable, but it will allow
wildlife to continue to enjoy the woods.)

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UNITED GROWTH FOR KENT COUNTY • MICHIGAN STATE UNIVERSITY EXTENSION
 Decisions! Decisions! Consequences:
You are a developer who is starting to hear (A) Move back 3 spaces. Natural forest
that people like to buy homes in and wetland habitats are important to
subdivisions that have areas reserved for
wildlife. You have just purchased a piece of preserve.

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land with some woods and a stream flowing (B) Move ahead 2 spaces. Although you
through one corner of the property. You might lose some money, you made a
could build 20 homes if you develop in sensible choice for the environment.
the usual way, or you could build 15 homes Preserving some natural areas
and save part of the woods and stream for
all the homeowners to use for bike paths on the property while building only
and nature watching. Building only 15 homes 15 homes might eventually make the
may cost you some profit. Will you: (A) development more profitable than
build 20 homes and reroute the stream, if the 20 homes were built.
or (B) build 15 homes and hope that buyers
will pay a little more for access to nature?

Decisions! Decisions! Consequences:

You are a developer who is looking at two
pieces of land. The first is close to town and (A) Move ahead 2 spaces. It is a
would be easy to develop because the city
water line is very close and the local roads wise environmental and economic
FOLD HERE

can handle the increased traffic. The choice to build close to town.
second piece of land is a beautiful, quiet place
4 miles from town. It will cost more for (B) Move back 3 spaces. The location
wells and septic systems, which will make the might be beautiful, but the land
homes expensive, but the peace and beauty use contributes to conflicts be-
will be more desirable to buyers. There is a
farm next door, but it only smells when the tween farms and neighbors, urban
wind blows. The property is on a road that sprawl, and rising civic costs.
is already busy, and there may be traffic
jams. Will you choose: (A) the land closest
to town, or (B) the land in the country?

Consequences:
Decisions! Decisions! (A) Move back 2 spaces. The old fire
There is an old fire station in a part of station does not need to be remod-
town that is not very busy and has few eled because it is not needed very
FOLD HERE

fire hazards. The city council has

proposed to build a new fire station next often.
to town on prairie habitat. It will service
(B) Move ahead 2 spaces. That was
many neighborhoods and a busy business
area with fire hazards. Will you vote to: a good decision. It makes sense
(A) remodel the old fire station instead to build a new fire station when it
of building on prairie habitat, or will be put in a location where it is
(B) build a new fire station needed next highly needed and will save lives.
to town?

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UNITED GROWTH FOR KENT COUNTY • MICHIGAN STATE UNIVERSITY EXTENSION
 Decisions! Decisions! Consequences:
Your neighborhood contains three homes (A) Move ahead 3 spaces. Helping to fix
that are falling apart. A nearby busi- up the homes is great community
ness would like to buy the homes, tear service. You helped provide nice
them down, and put in their own parking

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lot. The business has an agreement with homes for people and created com-
a church to use the church parking lot munity pride.
(except on Sundays), but the business
would like to have its own parking lot. A (B) Move back 3 spaces. Parking
community group also would like to buy lots provide little benefit to neigh-
the houses, fix them up, and sell them. borhoods. The parking lot might
Which do you support: (A) helping to fix contribute to flooding from rain
the homes or (B) building the parking lot, runoff, and a parking lot is not a
which would make a great place to roller
blade and ride bikes? safe place to play.

Consequences:
Decisions! Decisions! (A) Move back 1 space. Even though it is impor-
The population of elderly citizens in your tant to save open land and habitat, sometimes
town is increasing. Currently, there is it is more necessary to consider what the land
little affordable housing available for will be used for and how it will be used. The
FOLD HERE

older people. A developer has proposed developer will be using wise land use planning
to build an affordable rest home on open close to town, and the housing for the elderly
land next to your town using environmen- is badly needed.
tally sensitive land use planning. The rest
home will house many elderly people. No (B) Move ahead 2 spaces. That took a lot of think-
other sites in the town are available. Will ing! It is important to consider all the details
you vote to: (A) stop the development of when building projects are proposed. The
the rest home on the open land, or (B) developer will be using wise land use planning,
allow the development of the rest home the land is close to town, and the housing for
for elderly people? the elderly is badly needed.

Decisions! Decisions! Consequences:

The population of school children in your (A) Move ahead 3 spaces. It is impor-
town is increasing, and you need more
classrooms. A developer has proposed to tant to keep inner-city schools up-
FOLD HERE

remodel and add classrooms to an dated and useful.

existing school. A different developer
has proposed to build a new school using (B) Stay where you are. Renovations
environmentally sensitive land use are preferred to new construction.
planning. This school will be built on New construction is only justified
farmland close to town. Will you vote to: if there are no other choices.
(A) remodel and add classrooms to a cur-
rent school, or (B) build a new school on
farmland using environmentally
sensitive land use planning?

THIS LAND IS YOUR LAND

UNITED GROWTH FOR KENT COUNTY • MICHIGAN STATE UNIVERSITY EXTENSION
 Neighborhood Potluck Cards
NOTE TO TEACHERS: The neighborhood potluck statements reflect a certain
set of values. Alternative statements more specific to your community may be
substituted by you or a team of class members.

Neighborhood Potluck
Neighborhood Potluck
You visited a fruit stand
You attended a and supported local apple
city planning meeting growers by buying apples.
Move ahead 1 Move ahead 1

Neighborhood Potluck
Neighborhood Potluck
You visited a farm market and
You visited a local nature supported local farmers
preserve or public garden. by buying produce.
Move ahead 1 Move ahead 1

Neighborhood Potluck
Neighborhood Potluck
As a developer, you devoted
You voted to restrict plot sizes 10% of a new subdivision to
for new homes. natural areas and greenways.
Move ahead 1 Move ahead 1

Neighborhood Potluck
Neighborhood Potluck
You voted to redevelop an
You walked, instead of rode in a abandoned business into a grocery
car, to soccer practice. store needed by local residents.
Move ahead 1 Move ahead 1

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UNITED GROWTH FOR KENT COUNTY • MICHIGAN STATE UNIVERSITY EXTENSION
 Neighborhood Potluck Neighborhood Potluck
You and your neighborhood
Your youth group decides association vote to buy a
to clean up a local park and parcel of land in your
make a nature trail. neighborhood and turn it into a
wildlife habitat and nature trail.
Move ahead 1 Move ahead 1

Neighborhood Potluck Neighborhood Potluck

You were As a developer, you failed to create
caught littering. environmentally sensitive land
use plans for a new subdivision.
Move back 1
Move back 1

Neighborhood Potluck Neighborhood Potluck

You voted to support the
You skipped out
development of a new strip mall
on a community service project.
along a scenic highway.
Move back 1
Move back 1

Neighborhood Potluck Neighborhood Potluck

You buried garbage You failed to vote in
in your back yard. the last election..

Move back 1 Move back 1

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UNITED GROWTH FOR KENT COUNTY • MICHIGAN STATE UNIVERSITY EXTENSION
 Place
Neighborhood Potluck Landopoly
Cards HERE

Neighborhood
START Potluck

Neighborhood Decision
Potluck Card

Neighborhood
Decision Potluck
Card
FREE E!
SPAC
Neighborhood Decision
Potluck Card

Neighborhood Decision Decision

Potluck Card Card

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UNITED GROWTH FOR KENT COUNTY • MICHIGAN STATE UNIVERSITY EXTENSION
oly Place
Decision Cards
HERE

Decision Decision Neighborhood

Card Card Potluck

Decision
Neighborhood Card
Potluck

Decision
WINNER! Card

Neighbor-
Neighborhood hood
Potluck Potluck

Neighborhood Decision
Potluck Card

THIS LAND IS YOUR LAND

UNITED GROWTH FOR KENT COUNTY • MICHIGAN STATE UNIVERSITY EXTENSION