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Overview:
This lesson will introduce students to the concept of geotourism, briefly described as "traveling without trampling." Coined by Jonathan Tourtellot, geotourism editor of National Geographic Traveler magazine, geotourism is more than just that, though. Geotourism is "tourism that sustains or enhances the geographical character of a place—its environment, heritage, aesthetics, culture, and the well-being of its residents."
Most students at this age have not traveled extensively, but they are likely to have been to parks or other preserved areas. In this lesson, they will learn about what geotourism means and make up rules for visitors to one of our National Parks.
Connections to the Curriculum:
Geography, social studies, science
Connections to the National Geography Standards:
Standard 6: "How culture and experience influence people's perceptions of places and regions"
Standard 10: "The characteristics, distribution, and complexity of Earth's cultural mosaics"
Standard 15: "How human actions modify the physical environment"
Standard 16: "How physical systems affect human systems"
Time:
Two to three hours
Materials Required:
- Computer with Internet access
- Chart paper or chalk/white board
- Magazines, photographs and/or brochures with information about the U.S. National Parks
- Poster paper, markers, and/or crayons
- World map
Objectives:
Students will
- identify reasons for creating national parks or other preservation locations;
- define some basic principles of geotourism; and
- construct a list of geo-friendly rules that visitors should follow when they are visiting national parks.
Geographic Skills:
Acquiring Geographic Information
Organizing Geographic Information
Answering Geographic Questions
Analyzing Geographic Information
S u g g e s t e d P r o c e d u r e
Opening:
Using a map of the world, ask students to volunteer and briefly describe places they have heard about or visited. Mark each place on the map with a pin of a particular color. Next, ask students to name places they would like to visit and why. Make a chart of the countries or regions students identify, and list students' reasons for wanting to visit the various places they've suggested in that column.
Ask students whether they have ever met people who are tourists in their area (e.g. if your students live near any common tourist attractions like mountains, oceans, or cultural landmarks). Ask students to make a list of reasons local residents of popular tourist locations would like to have visitors and a list of reasons they would not like them.
Tell students that tourism is a huge world industry, but that people don't always consider both the positive and e negative effects tourism can have on the locations that are visited. Tell students they will be learning about a concept called "geotourism" that describes ways travelers, as well as citizens in the countries they visit, can structure tourism opportunities in responsible ways.
Development:
Activity 1:
Read to students, and then summarize the following article describing geotourism. Lead a brief discussion on what geotourism is and on the application of its principles both to trips that students have taken and to visits by tourists to their local area.
"Geotourism": Tips for Traveling Without Trampling
Ask students whether they would like to have a large number of tourists come visit their local park or playground. Ask students to give reasons why a large number of tourists could be good for their area. Then, remind students about the example of the Petrified Forest National Park losing millions of pieces of the petrified wood, and ask them what things they would not like about tourism.
Have students create a list of "rules" for tourists and residents that can make tourism both geo-friendly from a conservation standpoint and more appealing to local residents of tourist destinations.
Activity 2:
Tell students that they are going to explore some of the United States' National Parks to see what reasons they can find for visiting the parks and what rules they might think are important for people to follow when they visit them.
Have students work in small groups to visit some of the park sites and photo galleries below, or look through magazines or books about the parks. Have students pick one park and make a poster or flyer telling people what's great about the park, and what they should do to preserve it when they visit:
Big Bend National Park Photo Gallery
Acadia National Park Photo Gallery
Canaveral National Seashore Photo Gallery
Olympic National Park Photo Gallery
Petrified Forest National Park: Nature & Science
Closing:
Have students present their tourism posters or flyers to the class. As they present, ask students to explain how they decided on the rules they included and why geotourism rules are important.
Suggested Student Assessment:
Student posters should reflect a basic understanding of the need for tourist destinations and visitors to adhere to general guidelines. Work with students to add or revise information as needed.
Extending the Lesson:
Print some pages of, or have students visit, the Petrified Forest National Park's Junior Ranger Program guide and look at the different activities that are included. Then, take students on a nature walk and have them suggest similar activities that can be done by their classmates. Have the class work together to create a Junior Ranger Guide for your local area.
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