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Eco-Tourism

Provided by The York Region Board of Education

Last updated: July 23, 2007

All pictures, maps and graphics associated with lesson plans are the property of Algonquin College, unless otherwise noted or linked. Statistical data and background information has been collected from the CIA World Factbook, public domain reference materials, and (where identified) external resources.

Curriculum and Lesson Plans have been created by partner School Boards [as identified]. These lesson plans and associated resources (photo, video, audio, etc.) are free for use to all teachers within the partner Boards in the delivery of the Ontario K-12 Curriculum. While every effort has been made to maintain the accuracy of the information provided, Algonquin College is not responsible for unintentional data entry errors or omissions.

If you would like to report any errors or corrections for lesson plans, or use copyrighted materials for purposes other than the Ontario Curriculum please contact:Expedition Africa at (613)727-4723 ext. 5138 or email [email protected]

Small World Big Picture, Expedition Africa 2006

Table of Contents

Summary of Lesson Plan...................2Lesson Description............................4Appendix A..........................................6Appendix B..........................................7Appendix C..........................................9Appendix D........................................12Appendix E........................................13Appendix F........................................14Feedback Page...................................15

Summary of Lesson Plan

Grades 11/12

This activity can be used as a summative activity for a unit based on Africa in a destination-based course or it can be used as a course culminating activity in an issue- based course, such as Unit 4 of the Travel and Tourism Course Profile. Students are asked to research the natural systems in a region, and develop resource sustainability through Eco Tourism.

This lesson plan may identify specific resources to support certain activities. While the expedition team will attempt to gather all the required resources, we cannot guarantee that all photo, audio, video will be captured as listed

Eco-Tourism Page 2 of 15


Division: Grades 11/12

Topic: Eco Tourism

Resources: Power Point Software, Projector, Laptop, Internet, Small World Big Picture Africa website

Description: This activity can be used as a summative activity for a unit based on Africa in a destination-based course or it can be used as a course culminating activity in an issue- based course, such as Unit 4 of the Travel and Tourism Course Profile. Students are asked to research the natural systems in a region, and develop resource sustainability through Eco Tourism.

Learning Expectations:Subject: CGG30 (Travel and Tourism)

Strand: Human-Environment Interactions

Overall Expectations Explain the effects of natural systems on travel and tourism patterns; Analyze the impact of different types of travel and tourism on the natural

environment; Evaluate programs and initiatives designed to manage and protect the

resources on which tourism is based.

Subject: CGG30 (Travel and Tourism)

Strand: Human-Environment: Interactions Building Knowledge and Understanding

Specific Expectations identify the natural resources on which tourism is based; Demonstrate an understanding of the need for sustainable development and

protection of the resources on which tourism is based.


Strand: Human-Environment: Interactions Developing and Practicing Skills

explain the effects of selected natural systems and phenomena (e.g., climate, natural disasters, landforms) on travel and tourism;

analyze specific examples of how tourist activities can threaten fragile environments (e.g., big game safaris and wildlife, diving and coral reefs, golf courses and wetlands);

Analyze the positive and negative impacts of ecotourism on people and the natural environment in selected destination regions.


Strand: Human-Environment: Interactions Learning Through Application

produce a set of criteria for ecotourists to consider when traveling in fragile environments;

Research and report on the impact of a natural or human-caused disaster on travel and tourism in a selected region (e.g., a hurricane in a Caribbean country, an oil spill in a coastal region).


Strand: Global Connections

Overall Expectations Analyze global patterns of tourism and the factors that affect them.




Strand: Global Connections: Building Knowledge and Understanding

Specific Expectations Identify significant global tourist attractions.


Strand: Understanding and Managing Change

Overall Expectations explain how changes and trends in society have an impact on travel and tourism

patterns; Evaluate the impact of government policies on travel and tourism in a selected

region.


Strand: Methods of Geographic Inquiry

Overall Expectations demonstrate an ability to collect, organize, analyses, and synthesize information

from a wide variety of sources to conduct geographic inquiries; Select and apply geographic methods, tools, and technologies to analyze data

and communicate the results of inquiries effectively.


Strand: Methods of Geographic Inquiry and Communication

Specific Expectations Use geographic terms correctly in written and oral communication.



evaluate the quality and validity of information found in various sources; use information from a variety of primary and secondary sources (including

mainstream and alternative print, broadcasting, and electronic sources) when conducting geographic inquiries;

produce and interpret different types of maps, graphic organizers, and diagrams;

Communicate effectively in written, oral, and visual forms.



Produce a plan of action and conduct an independent inquiry that synthesizes concepts, skills, and applications relating to a geographic issue involving travel and tourism either within a region or on a global scale.

Assessment Opportunities/Suggestions for Assessing Expectations:

Formative Assessment:1. View the Expedition website to review the journey.2. Students will complete a ‘Fill In’ handout of Ecotourism and the Africa trip based on the

Power Point teacher lesson. 3. Students will complete process work as they plan their Ecotourism adventure and have the

teacher check for proper format and information.4. During the class presentations, students will complete an organizer using information from

other groups’ destinations and adventures.



5. This assignment is designed to be assessed using the rubric, in order to prepare the students for later evaluations of presentations. When evaluated, students should complete a group sign up sheet in order to evaluate only work completed by each individual member.

Teaching/Learning Strategies:1. Students complete the Fill In Handout as they watch the Power Point lesson.

2. As the teacher shows the example slide show of the Tundra Biome, stress that this is not a ‘perfect’ presentation, and that they should record two or three ideas that they like about the presentation, as well as two or three areas that could be improved upon, or new ideas they get from watching the Tundra slide show.

3. The class is now divided up into groups based on the size of the class and the number of countries that are to be covered.

4. Each group will now complete the “Group Planning Chart”, with each group member being responsible for a specific area of research and the final power point presentation.

5. Using the internet for information, and Power Point or similar program, groups now create their presentation for the class. Two 75 minute periods should be adequate, including the creating of the power point presentation.

6. Before presenting, the teacher will assess each presentation for correct information, and creative presentation.

7. Each presentation to the class should be approximately 5 – 7 minutes.

NOTES TO TEACHERS:

1. Teachers may wish to assess the “Group Planning Chart” prior to research to ensure that each student has equal opportunity to participate and contribute.

2. The time spent completing research and preparing the presentation will vary depending on the clientele and the comfort level of using power point.

3. This assignment and the accompanying rubric are geared for a formative assessment of presentation skills. There are no criteria for works cited, sourcing, etc.



Appendix ASmall World Big Picture: Expedition AfricaEco-Tourism Adventure!

Biomes: _____________________________________________________________________________

_____________________________________________________________________________

What does the word terrestrial mean? _____________________________________________________________________________

What is meant by a ‘climax community’? _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Why Biomes?V ___________________________________________________________________________

W __________________________________________________________________________

C ___________________________________________________________________________

P ___________________________________________________________________________

Mapping the Region

Because it stretches across many degrees of Latitude, Africa has many types of __________________________

__________________________ climates cover large parts of Northern and Southern Africa.

Humid – Tropical climates are found near the __________________ in western and central Africa.

Why Biomes?

The greatest reason for us using Biomes for this task, is that of R__________________.

How have humans altered the landscape in the last 300 years? D____________________________________________________________________________

What is Eco-Tourism?_____________________________________________________________________________

_____________________________________________________________________________



Appendix BSmall World Big Picture: Expedition AfricaEco-Tourism Adventure!

The presentation of “Tundra” is an example of a LEVEL 3 project that was designed for Biomes in Canada.

You must decide where you would make the necessary changes to receive a Level 5.

Please refer to the “Trip Planning Sheet” and the Rubric for guidance.Country: CANADA BIOME: TUNDRAThings I like about this presentation Things I would change/ improve upon1.

2.

3.

1.

2.

3.

TASKYou and your team have been selected to represent one specific Country along the “Small World Big Picture Africa” tour in the up-coming “Eco-Tourism Adventure!” show. You and your group are to research your country and the main biome(s) found there. Your job is to advertise both the biotic and abiotic factors that are present in this country, as well as examples of the possible Eco-Tourism that exist.

List of Countries on the tour:

Egypt, Sudan, Ethiopia, Kenya, Tanzania, Zambia, Botswana, Lesotho and South Africa. You are to divide into groups of 3 or 4 members. Each group researches their assigned country. You are to complete the chart by filling in the information in brief, point form format for your assigned country. You are then responsible for sharing your data with the rest of the class so they may complete the Biome Chart. You may choose to either present your information on Bristol Board or through Power Point.



All presentation information must include: location of the country on an Africa map; an analysis of the significant abiotic factors: temperature patterns and precipitation

patterns; an analysis of the significant biotic factors: vegetation and animal life. The possible Eco – Tourism available as a result of these factors with a brief explanation

as to WHY these activities qualify as Eco - Tourism Both text and figures should be used one other important/ interesting item about your Biome

Assessment & Evaluation of Presentations: See Rubric

Appendix CEco tourism Group Planning Chart



Below is an outline of what should be included on each slide of your Power Point presentation to the class. If you wish to make any changes, or lengthen a section to more slides, you MUST check with your teacher for approval.

Slide 1: Title Page including Country Name, Biome and Large Picture

Group Member: _____________________________

Slide 2:

Group Member: _____________________________

Slide 3:

Group Member: _____________________________

Slide 4:

Group Member: _____________________________

Slide 5:

Group Member: _____________________________

Slide 6:

Group Member: _____________________________

Slide 7:

Group Member: _____________________________

Slide 8:

Group Member: _____________________________

Comparison Organizer: Countries and Biomes



COUNTRY BIOTIC FACTORS

ABIOTIC FACTORS

ECO TOURISM GROUP MEMBERS

EGYPT

SUDAN

ETHIOPIA

KENYA



TANZANIA

ZAMBIA

BOTSWANA

LESOTHO

S. AFRICA



Appendix DSmall World Big Picture: Expedition AfricaEco-Tourism Adventure!

Appendix ESmall World Big Picture: Expedition AfricaEco-Tourism Adventure!



Africa Biomes Presentation

Name: _________________ Country/ Biome: ______________________

Criteria Level 4 (80-100%)

Assessment Notes

Knowledge/ Understanding- Presentation demonstrated knowledge of facts, terms, concepts and relationships

/ 5

- demonstrated excellent knowledge of facts, terms, concepts and relationships of biomes

Communication- Delivery of biomes was presented effectively

/ 5

- delivery of biomes and eco-tourism was presented with a high degree of effectiveness

Application-Link between natural systems and human activity

/ 10

-detailed links between natural systems and human activity

Appendix FEco-Tourism Power Point

This power point can be found …In the DOCUMENTS section of this lesson plan



Eco-Tourism:A New Perspective on Travel

Feedback Page

Please provide us with your feedback on this lesson and/or its available resources. We welcome suggestions for improvements, additional methodologies, and/or new resources you may have found to support the lesson(s).

If you would like to submit your own lesson plan(s) or curriculum idea(s) please contact your school board representative listed at http://www.algonquincollege.com/africa



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