Algonquin College
1385 Woodroffe Ave
Ottawa, Ontario
K2G-1V8
(613)727-4723 ext.5138
Eco-Tourism
Provided by The York Region Board of Education
Last updated: July 23, 2007
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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.
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Expedition Africa at (613)727-4723 ext. 5138 or email
Table of Contents
Summary of Lesson Plan 2
Lesson Description 4
Appendix A 6
Appendix B 7
Appendix C 9
Appendix D 12
Appendix E 13
Appendix F 14
Feedback 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
Small World Big Picture, Expedition Africa 2006
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 InteractionsOverall 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.
Subject: CGG30 (Travel and Tourism) / 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.
Subject: CGG30 (Travel and Tourism) / 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).
Subject: CGG30 (Travel and Tourism) / Strand: Global Connections
Overall Expectations
· Analyze global patterns of tourism and the factors that affect them.
Subject: CGG30 (Travel and Tourism) / Strand: Global Connections: Building Knowledge and Understanding
Specific Expectations
· Identify significant global tourist attractions.
Subject: CGG30 (Travel and Tourism) / 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.
Subject: CGG30 (Travel and Tourism) / 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.
Subject: CGG30 (Travel and Tourism) / Strand: Methods of Geographic Inquiry and Communication
Specific Expectations
· Use geographic terms correctly in written and oral communication.
Subject: CGG30 (Travel and Tourism) / Strand: Methods of Geographic Inquiry and 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.
Subject: CGG30 (Travel and Tourism) / Strand: Methods of Geographic Inquiry and Communication
· 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 A
Small World Big Picture: Expedition Africa
Eco-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 B
Small World Big Picture: Expedition Africa
Eco-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 upon
1.
2.
3. / 1.
2.
3.
TASK
You 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:
q location of the country on an Africa map;
q an analysis of the significant abiotic factors: temperature patterns and precipitation patterns;
q an analysis of the significant biotic factors: vegetation and animal life.
q The possible Eco – Tourism available as a result of these factors with a brief explanation as to WHY these activities qualify as Eco - Tourism
q Both text and figures should be used
q one other important/ interesting item about your Biome
Assessment & Evaluation of Presentations: See Rubric
Appendix C
Eco 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 MEMBERSEGYPT
SUDAN
ETHIOPIA
KENYA
TANZANIA
ZAMBIA
BOTSWANA
LESOTHO
S. AFRICA
Appendix D
Small World Big Picture: Expedition Africa
Eco-Tourism Adventure!
Appendix E
Small World Big Picture: Expedition Africa
Eco-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 F
Eco-Tourism Power Point
This power point can be found …In the DOCUMENTS section of this lesson plan
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
Last NameFirst Name / M.I.
School Board
Address / Apt./Unit
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Lesson Plan Title:
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