Environmental management charge for the Great Barrier Reef

Geography Year 10 AC v8.4 150

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Introduction

Students develop an understanding of the social, economic, environmental and icon value of the Great Barrier Reef (GBR) and explore how the Australian Government imposes an environmental management charge (EMC) on GBR users to contribute to the costs of managing the GBR. Students identify different stakeholder perspectives on the EMC and interpret data on the willingness of people to pay towards protection of the reef. They propose strategies on ways people’s willingness to contribute may be improved.

This activity focuses on the geographical concepts of place, space, interconnection, sustainability, and change.

Achievement standard

By the end of Year 10, students explain how interactions between geographical processes at different scales change the characteristics of places. Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences. They predict changes in the characteristics of places and environments over time, across space and at different scales and explain the predicted consequences of change. They evaluate alternative views on a geographical challenge and alternative strategies to address this challenge using environmental, economic, political and social criteria and draw a reasoned conclusion.

Students use initial research to develop and modify geographically significant questions to frame an inquiry. They critically evaluate a range of primary and secondary sources to select and collect relevant, reliable and unbiased geographical information and data. Students record and represent multi-variable data in of the most appropriate digital and non-digital forms, including a range of graphs and maps that use suitable scales and comply with cartographic conventions. They use a range of methods and digital technologies to interpret and analyse maps, data and other information to make generalisations and inferences, propose explanations for significant patterns, trends, relationships and anomalies across time and space and at different scales, and predict outcomes. They analyse and synthesise data and other information to draw reasoned conclusions, taking into account alternative perspectives. Students present findings, arguments and explanations using relevant geographical terminology and graphic representations and digital technologies in a range of selected and appropriate communication forms. They evaluate their findings and propose action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations. They explain the predicted outcomes and consequences of their proposal.

Content descriptions

Geographical Knowledge and Understanding

The application of geographical concepts and methods to the management of the environmental change being investigated (ACHGK074).

Geographical Inquiry and Skills

Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS076).

Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS077).

Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080).

Teacher resources

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To print

Environmental management charge stakeholder cards

Student learning resources

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Explainer

The GBR and the environmental management charge

 
Recording sheet

Perspectives on the environmental management charge

 
Data analysis worksheet

Environmental management charge for the GBR

Suggested activity sequence

This sequence is intended as a framework to be modified and adapted by teachers to suit the needs of a class group. If you assign this activity to a class, your students will be assigned all student resources on their 'My learning' page. You can also hand-pick the resources students are assigned by selecting individual resources when you add a work item to a class in 'My classes'.

Part A: Introducing the value of the GBR and the concept of EMCs

  1. As a class read the explainer. As you read, support student comprehension by asking questions such as:
    • What is the economic function of the GBR?
    • What are the things that contribute to the icon value of the GBR?
    • What is the social function of the GBR?
    • What is the spiritual function of the GBR?
    • What is the human impact on the GBR?
    • What is the government function?
    • What is the EMC?
  2. Discuss the social, economic, and environmental value of the GBR and whether an environmental management charge is desirable and why.

Part B: Identifying perspectives

Groups organised by stakeholder group

  1. Use a grouping strategy to organise students into 4 groups.
  2. Allocate a different stakeholder card to each group.
  3. Students read the information on their role card and discuss the perspective that their stakeholder might have on the EMC for the Great Barrier Reef marine park. Students will need to access the recording sheet which will guide their discussion. Note: students may need to use the internet to answer question 2.
  4. Group members individually record the results of the discussion on the recording sheet.

Groups of 4 students, each with a different stakeholder card

  1. Organise students into groups of 4 so that each member of a group has a different stakeholder card.
  2. Each group member presents the perspective of their stakeholder on the environmental charge to their group so that every group member understands what different stakeholders think about the environmental management charge.
  3. Each group member records the perspectives of all stakeholders on the recording sheet.

Part C: Interpreting data

  1. Students individually complete the data analysis worksheet.
  2. As a class, discuss data in the sources and reconsider the question of whether an environmental management charge is desirable and why.
  3. Original groups propose a strategy for improving people’s acceptance of paying a charge.
  4. Groups share their strategies with the class.

Part D: Reflection

  1. Ask students to think of a time when they experienced feelings of wonder and awe or felt moved or connected to a particular landscape.
  2. Invite students to describe that moment in writing (for example, story, descriptive piece, poem).
Environmental management charge for the GBR - Teacher Instructions (PDF, 169.53 KB)