Perspectives on marine parks
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Introduction
Students explore how the Australian and state and territory governments have worked together to establish marine parks as a management tool for marine ecosystems. They consider the perspectives of tourists, conservationists, commercial fishermen and shipping companies on the creation of marine parks as a management tool. Students analyse the effectiveness of marine parks and propose other management strategies that could be used to protect Australia’s marine ecosystems.
This activity focuses on the geographical concepts of place, space, environment, interconnection, sustainability and change.
Achievement standard
By the end of Year 8, students explain geographical processes that influence the characteristics of places and explain how places are perceived and valued differently. They explain interconnections within environments and between people and places and explain how they change places and environments. They compare alternative strategies to a geographical challenge, taking into account environmental, economic and social factors.
Students identify geographically significant questions from observations to frame an inquiry. They evaluate a range of primary and secondary sources to locate useful and reliable information and data. They select, record and represent data and the location and distribution of geographical phenomena in a range of appropriate digital and non-digital forms, including maps at different scales that conform to cartographic conventions. They analyse geographical maps, data and other information to propose explanations for spatial distributions, patterns, trends and relationships, and draw reasoned conclusions. Students present findings, arguments and ideas using relevant geographical terminology and digital technologies in a range of appropriate communication forms. They propose action in response to a geographical challenge, taking account of environmental, economic and social factors, and predict the outcomes of their proposal.
Content descriptions
Geographical Knowledge and Understanding
Human causes and effects of landscape degradation (ACHGK051).
Ways of protecting significant landscapes (ACHGK052).
Geographical Inquiry and Skills
Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships (ACHGS059).
Apply geographical concepts to draw conclusions based on the analysis of data and information collected (ACHGS060).
Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS061).
Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS062).
Teacher resources
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Marine parks stakeholder cards
Student learning resources
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Marine parks
Perspectives on marine parks
Perspectives on marine parks
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: Exploring the concept of zoning in marine parks
- As a class read the explainer.
- Play: How Zoning Works - Australian Marine Parks, Parks Australia. This video is about how zoning works in Australia’s marine parks.
- As a class, discuss how zoning balances environmental protection with human use of marine parks (for example, fishing, leisure).
Part B: Analysing perspectives on marine parks
Groups organised by stakeholder group
- Organise students into 4 groups.
- Explain that students will participate in a jigsaw activity to identify the perspectives of different stakeholders on how marine parks affect their use of marine areas. Each student will be required to share their stakeholder’s perspective with members of other groups.
- Students will need to read the student instructions.
- Allocate one of the following stakeholder cards to each group:
- Tourists
- Conservationists
- Commercial fishermen
- Shipping companies
- Groups complete part 1 of their instructions and individually record their group’s conclusion on their copy of the recording table.
Groups of 4 students, each with a different stakeholder card
- Organise students into groups of 4 so that each member of a group has a different stakeholder card.
- Students share their stakeholder views and complete their individual copy of the recording table (part 2 of the student instructions).
Part C: Analysing and proposing management strategies
Original groups:
- Analyse the effectiveness of marine parks in protecting a marine ecosystem.
- Propose other management strategies that could be put into place to protect Australia’s marine ecosystem.
- Present their ideas to the class.