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  Seaweek 2006: Footprints for our Future    
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Future perspectives

Students select a tourism-related issue they consider has affected coastal and marine areas like the Great Barrier Reef. Students write the issue in the centre of the circle and then surround this circle with three additional concentric circles that grow in size.

Students identify first, second and third consequences of the issue – one per outer circle.


A diver retrieves underwater debris, including
an old car tyre colonised by algae

 

In groups, students discuss and record why they think it is important to find out about coastal and marine areas, reefs and their resources, both now and in the future.

Consider questions like:

 

TIP
Sustainable means the ability to use, develop or live with a resource without degrading it or its dependent ecosystems now and in the future.

 
With older students, introduce the concept of sustainable management or ecologically sustainable development.

In their groups, students consider a range of questions (see below) and prepare an effects wheel to illustrate their preliminary thoughts about the issue:

Imagining the future

Ask students to imagine the possible characteristics of our reefs, marine and coastal areas and the environment in and around them that might exist when they are adults.

Ask students to illustrate possible changes to the Great Barrier Reef that could occur between now and when they are adults:


Commercial fishing vessel
 
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