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Photo by Kyle Meck on Unsplash

Big Question

Should all tourism consider


using ecotourism principles?

Overall Expectations

C1. Impacts of Travel and


Tourism: assess impacts of
tourism and different modes of
travel from a geographic
perspective.

C2. Sustainable Tourism and


Stewardship: analyse strategies
for the protection of natural and
cultural resources that are
essential to tourism, and assess
their effectiveness. Eco-Tourism
C3. Stewardship and the In partners, students will use their base knowledge of ecotourism to
Sustainability of Societies:
determine which given statements are the do’s of ecotourism and which
assess social and cultural
impacts of tourism on tourist ones are the don’ts. After taking the answers up as a class, they will
destinations, and explain the transition into a brief note followed by a brainstorming activity about the
role of good stewardship principles of ecotourism. Groups will look into each principle and provide
practices in supporting the
ways to implement their principle. The lesson will conclude with
social and cultural sustainability
of destination communities.
Today we will learn… Success Criteria
Specific Expectations

C1.5 assess impacts of tourist • Some of the do’s and don’t I can: Understand the nine
travel on the environment and of ecotourism principles of ecotourism and
on human health (e.g., explain them in my own words
environmental impacts
• Nine principles of
C2.2 explain the responsibilities I can: See how easy it is to
ecotourism
of tourists to respect the artistic impact the places that I travel to
and cultural heritage, social
norms, and natural environment • How we can minimize our I can: Make steps in my own life
of the destinations they are impact on the host to reduce my negative impacts
visiting community and the on the community and
C3.2 describe impacts of travel environment environment
and tourism on the cultural
sustainability of indigenous
communities

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Key Words Minds on:  Motivational Hook / Engagement /
Introduction
Ecotourism

Materials Teacher Does:


Device that can access the Do’s and Don’ts
internet (laptop, phone, Have students gather in the middle of the class and explain that
tablet)
 we are going to quickly review some of the Do's and Don'ts
about ecotourism. The teacher will designate one side of the
Paper cutouts of the nine class the “Do” side and the other side the “Don’t”. Then the
principles of ecotourism (or teacher will start reading each statement one by one, giving
have them posted on the students time to pick and walk over to one side. The teacher can
board)
 ask students to justify their reasons for choosing that specific
side. After all statements have been read and acted upon, have
Rubrics (one for each the students take their seats and go over the correct answers.
student)
 Note: This is just a diagnostic assessment to see if students have
a general understanding. Can use an observation sheet for
assessment.
1. Carry back all non-degradable litter such as empty bottles,
Student Does:
tins, plastic bags etc.
2. Observe the sanctity of holy sites, temples and local cultures.
• Gather in the middle of the
class
3. Cut noise pollution. Do not blare aloud radios, tape recorders
or other electronic entertainment equipment in nature resorts,
• Listen to statements and make
decisions on whether or not
sanctuaries and wildlife parks.
they believe it is a do or don’t
4. Take away flora and fauna in the forms of cuttings, seeds or
of ecotourism.
roots as long as you don't take too much.
5. Use detergent, not soap, in streams or springs while washing
• Walk to certain areas of the
room that have been
and bathing.
designated
6. Leave cigarettes butts hidden and make open fires in the
forests as long as you do it safely.
• Be prepared to justify your
answers.
7. Ask for prior permission before taking a photograph.
8. After defecation, cover with mud or sand. Make sure that the
• Return to seats after all
statements have been read and
spot is at least 30 meters away from the water source.
acted on
9. Offer children food and sweets.
Don'ts: 4, 5, 6, 9
• Discuss with the class and
determine the correct answers
Do's: 1, 2, 3, 7, 8

Written Do’s and Don’ts - FOR Observation Sheet


Reflective Questions - FOR/AS Rubric - See appendix

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Action:  During /Working on It

Teacher Does:
Review the definition of ecotourism “responsible travel to natural areas that conserves the environment,
sustains the well-being of the local people, and involves interpretation and education” (TIES, 2015). Can be
posted on the board or be recited/recalled by a student.

Have students write down the definition of ecotourism and the nine principles of ecotourism.
• Taking notes is up to the discretion of the teacher
• Can also be performed as a fill in the blank worksheet


Principles of Ecotourism (Wood, 2002)


1. Minimize the negative impacts on nature and culture that can damage a destination.
2. Educate the traveler on the importance of conservation.
3. Stress the importance of responsible business, which works cooperatively with local authorities and
people to meet local needs and deliver conservation benefits.
4. Direct revenues to the conservation and management of natural and protected areas.
5. Emphasize the need for regional tourism zoning and for visitor management plans designed for either
regions or natural areas that are slated to become eco-destinations.
6. Emphasize use of environmental and social baseline studies, as well as long-term monitoring programs,
to assess and minimize impacts.
7. Strive to maximize economic benefit for the host country, local business and communities, particularly
peoples living in and adjacent to natural and protected areas.
8. Seek to ensure that tourism development does not exceed the social and environmental limits of
acceptable change as determined by researchers in cooperation with local residents.
9. Rely on infrastructure that has been developed in harmony with the environment, minimizing use of fossil
fuels, conserving local plants and wildlife, and blending with the natural and cultural environment. 


Principles of Ecotourism - Expert Groups


• Make nine groups (1-3 people per group) and instruct each group to look further into a specific principle of
ecotourism (Principles can be printed out or posted in class).
• List five ways to implement/demonstrate their principle OR find real life examples of how the
principle has been implemented.
• Explain your principle in your own words
• Each group will take turns presenting their findings/suggestions to the class. Note: Devices can be used
to assist brainstorming.
• Example: Principle 1 - Have tour operators carry garbage bags with them to minimize litter
• The class has the opportunity to challenge the suggestions made by the presenters. Remember, challenges/
suggestions are for the purpose of learning, not to personally attack or belittle someone.
• Ask which principle is the most important to follow.
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Student Does:
• Take out writing utensil and paper (or use a device)
• Copy the definition of ecotourism and the nine principles of ecotourism
◦ Taking notes is up to the discretion of the teacher


Principles of Ecotourism - Expert Groups


• Get into groups made by the teacher and look further into a designated principle
• List five ways their chosen principle could be implemented OR find real life examples of how the principle
has been implemented.
• Explain your principle in your own words
• Present your principle along with five ways it can be implemented to the class
• Brief discussion following each principle about how practical these options are or if there are better methods
of implementation
• Remember, challenges/suggestions are for the purpose of learning, not to personally attack or belittle
someone.

Consolidation & Connection

Teacher Does: Student Does:


After the class discussion, have students take out a Take out piece of paper and answer (or copy down)
piece of paper (or other note taking device) and tell these questions:
them to answer (or copy down) these questions: • What are some of the ways in which indigenous
• What are some of the ways in which indigenous communities can be negatively affected by
communities can be negatively affected by tourism?
tourism? • Some people think that the first principle is the
• Some people think that the first principle is the most important, do you agree or disagree?
most important, do you agree or disagree? • Do you follow these principles in your everyday
• Do you follow these principles in your everyday life? If not, how could you start?
life? If not, how could you start? • If tourists do not follow good stewardship
• If tourists do not follow good stewardship practices when they travel, what will likely happen
practices when they travel, what will likely happen to places of natural beauty or unique cultural
to places of natural beauty or unique cultural significance?

significance?

If questions are not completed in class, they must be
If questions are not completed in class, they must be taken home and completed.
taken home and completed.
*Challenge* Challenge students to use a principle
*Challenge* Challenge students to use a principle and change something in their own lives to reduce
and change something in their own lives to reduce their ecological impact
their ecological impact

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Homework Rubric

Points Looks like... Student Teacher

4 • Thorough answers

I went above and
beyond • Complete Sentences


• Extra examples

3 • Complete sentences

I completed the
task and followed • Followed directions

instructions
• Answered all parts


• Wrote neatly

2 • Mostly followed directions



I need to do more
to have a • Did not answer all parts of
completed the assignment

assignment
• Some answers blank

1 • Many answers blank



I did not complete
the task or follow • Did not follow instructions

directions
• Work is messy and ilegible

0 • I will need to meet with the


I did not turn in my teacher to discuss why I did
homework not complete the task

Comments (Student and Teacher):

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