Environmental management charge for the Great Barrier Reef
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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 the interactions of people and environmental processes at different scales change the characteristics of places. They explain the effects of human activity on environments, and the effect of environments on human activity, over time. They evaluate the implications of a distribution. They evaluate the extent of interconnections occurring between people and places and environments. They analyse changes that result from these interconnections and their consequences. Students evaluate strategies to address a geographical phenomenon or challenge, using environmental, social and economic criteria.
Students develop a range of relevant 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, using appropriate formats. They interpret and analyse data and information to make generalisations and predictions, explain significant patterns and trends, and infer relationships. They draw evidence-based conclusions, based on relevant data and information, about the impact of the geographical phenomenon or challenge. They develop and evaluate strategies using criteria, recommend a strategy and explain the predicted impacts. Students use geographical knowledge, concepts, terms and digital tools as appropriate to develop descriptions, explanations and responses that synthesise research findings.
Content descriptions
Geographical Knowledge and Understanding
The environmental world views of people and their implications for environmental management. (AC9HG10K02)
Geographical Inquiry and Skills
Evaluate geographical data and information to make generalisations and predictions, explain patterns and trends and infer relationships. (AC9HG10S03)
Evaluate data and information to justify conclusions. (AC9HG10S04)
Develop and evaluate strategies using environmental, economic or social criteria; recommend a strategy and explain the predicted impacts. (AC9HG10S05)
Teacher resources
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Environmental management charge stakeholder cards
Student learning resources
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The GBR and the environmental management charge
Perspectives on the environmental management charge
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
- 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?
- 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
- Use a grouping strategy to organise students into 4 groups.
- Allocate a different stakeholder card to each group.
- 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.
- Group members individually record the results of the discussion on the recording sheet.
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.
- 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.
- Each group member records the perspectives of all stakeholders on the recording sheet.
Part C: Interpreting data
- Students individually complete the data analysis worksheet.
- As a class, discuss data in the sources and reconsider the question of whether an environmental management charge is desirable and why.
- Original groups propose a strategy for improving people’s acceptance of paying a charge.
- Groups share their strategies with the class.
Part D: Reflection
- Ask students to think of a time when they experienced feelings of wonder and awe or felt moved or connected to a particular landscape.
- Invite students to describe that moment in writing (for example, story, descriptive piece, poem).