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 how the interactions of people and environmental processes impact on the characteristics of places. They explain how the characteristics of places are perceived and valued differently by people. They describe the effects of human activity or hazards on environments. They explain the features of a distribution and identify implications. They explain the interconnections between people and places and environments. They explain how these interconnections change places or environments. Students explain responses or strategies to address a geographical phenomenon or challenge, referring to environmental, economic or social factors.
Students develop relevant questions about a geographical phenomenon or challenge. They collect, organise and represent relevant and reliable data and information, using primary research methods and secondary research materials. They interpret and analyse data and information to explain patterns and trends and infer relationships. They draw reasoned conclusions about the impact of the geographical phenomenon or challenge. They decide on appropriate strategies for action and explain potential impacts. Students use geographical knowledge, methods, concepts, terms and reference findings from sources to create descriptions, explanations and responses.
Content descriptions
Geographical Knowledge and Understanding
The interconnections between human activity and geomorphological processes, and ways of managing distinctive landscapes. (AC9HG8K04)
Geographical Inquiry and Skills
Interpret and analyse geographical data and information to identify similarities and differences, explain patterns and trends and infer relationships. (AC9HG8S03)
Draw conclusions based on the analysis of the data and information. (AC9HG8S04)
Identify a strategy for action in relation to environmental, economic, social or other factors, and explain potential impacts. (AC9HG8S05)
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.