Noosa tourism levy
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Introduction
Students explore tourism in the popular destination of Noosa, Queensland in relation to geographical attractions and seasonal patterns. They analyse the impact of the local council’s tourism levy on Noosa’s economy and reasons for some stakeholder opposition to the levy. Students also examine the social and environmental problems associated with increased tourism to the area.
This activity focuses on the geographical concepts of place, space, environment, interconnection, sustainability and change.
By the end of Year 9, students explain how peoples’ activities or environmental processes change the characteristics of places. They explain the effects of human activity on environments, and the effects of environments on human activity. They explain the features of biomes’ distribution and identify implications for environments. They analyse the interconnections between people and places and environments. They identify and explain how these interconnections influence people, and change places and environments. Students analyse strategies to address a geographical phenomenon or challenge using environmental, social or economic criteria.
Students develop a range of questions about a geographical phenomenon or challenge. They collect, represent and compare relevant and reliable geographical data and information by using a range of primary research methods and secondary research materials in a range of formats. They interpret and analyse data and information to explain patterns and trends and infer relationships. They draw evidence-based conclusions about the impact of the geographical phenomenon or challenge. They develop and evaluate strategies, predict impacts and make a recommendation. Students use geographical knowledge, concepts, terms and digital tools as appropriate to develop descriptions, explanations and responses that acknowledge research findings.
Content descriptions
Geographical Knowledge and Understanding
The effects on places of people’s travel, recreational, cultural or leisure choices, and the strategies for managing the impacts on these places. (AC9HG9K06)
Geographical Inquiry and Skills
Evaluate geographical data and information to make generalisations and predictions, explain patterns and trends and infer relationships. (AC9HG9S03)
Evaluate data and information to justify conclusions. (AC9HG9S04)
Create descriptions, explanations and responses, using geographical knowledge and geographical tools as appropriate, and concepts and terms that incorporate and acknowledge research findings. (AC9HG9S06)
Teacher resources
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Noosa tourism levy
Student learning resources
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Noosa toursim levy
Noosa - Google Maps
Writing paragraphs in Geography
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.
- Display and explain the information on the visualiser.
- Draw a large Y-chart of what tourism in Noosa might look like, sound like and feel like on the board.
- Students contribute to completing the Y-chart.
- Students complete the worksheet.
- As a class discuss the question:
Why has tourism in Noosa been described as a ‘double edged sword for the community’ and as ‘being loved to death’? - Ask students to write 2 paragraphs based on the Writing paragraphs in Geography – Model to summarise the social and economic impacts of the Noosa tourism levy.