Course: Issues in Canadian Geography CGC1D

Unit: Interactions in the Physical Environment 

Lesson Title: Exploring Ecotourism in Canada

All lessons are dependent on how quickly the students learn. Each student is different and it is
important to tailor the lesson and assignment to their specific needs and skill level. Students may
become frustrated throughout the lesson, it is important that you have another lesson or activities
for the students to do. Not all students may want to share their work with their peers. It is
important to ask the students if they are willing to share their work. You can teach a smaller
portion of the lesson each day and allow the students to have a quiet work period for the rest of
the class and extend these lessons over one or two weeks. It is important to remember that not all
students will cooperate, and may need time to adjust to their new surroundings.

Lesson Plan

Curriculum Expectation(s):

Overall Expectations:
 B1. The Physical Environment and Human Activities
 B2. Interrelationships between Physical Systems, Processes, and Events
 B3. The Characteristics of Canada’s Natural Environment

Specific Expectations:
 B1.1 Analyze environmental, economic, social, and/or political implications of different
ideas and beliefs about the value of Canada’s natural environment, and explain how these
ideas/beliefs affect the use and protection of Canada’s natural assets.
 B1.2 Analyze interrelationships between Canada’s physical characteristics and various
human activities that they support.
 B1.3 Assess environmental, economic, social, and/or political consequences for Canada
of changes in some of the Earth’s physical processes.
 B2.1 Analyze interrelationships between physical processes, phenomena, and events in
Canada and their interaction with global physical systems.
 B3.2 Explain how geological, hydrological, and climatic processes formed and continue
to shape Canada’s landscape.

Overview/Inquiry Questions:
 Drawing on previous knowledge of climate change, through this learning activity,
students will be encouraged to think critically about the impact of climate change on
Canada’s ecotourism industry by researching a chosen Canadian ecotourism site, in
groups, guided by questions, and presenting their findings to the class.
 Focus question: How will ecotourism sites in Canada be affected by climate
change in the coming years?

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Subject/Topic & Grade Level: Ecotourism in Canada, Grade 9.

Learning Goals:
 Student is able to differentiate between ecotourism and regular tourism.
 Student is able to call-on previous knowledge of Canada’s land forms and natural
resources to explain why a given site is an ecotourism hotspot.
 Student understands and can effectively communicate how climate change will impact
Canada’s ecotourism industry in the years to come.

Success Criteria:
 I understand why Canada is a hotspot for ecotourists.
 I understand how human activity can impact the natural environment.
 I understand how the environment’s natural characteristics allow for ecotourism
activities.

Materials Needed:
 Pencils
 Erasers
 List of ecotourism sites in Canada
 Printed resources of websites of various ecotourism sites in Canada
 Computer for teacher use only
 Printer for teacher use only
 Printed copies of the prompts/questions for the presentation
 Chart Paper

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Lesson Description:

Minds on:
 Students brainstorm as an entire class guided by the teacher about ecotourism.

Action:
 Students select a printed Canadian ecotourism site from the list provided by the teacher,
read through it, and present their findings to the class. This is guided by questions/
prompts on the worksheet.

Conclusion:
 Class will discuss the patterns and trends they observed throughout the presentations and
will consolidate their learning by taking notes of relevant information during the
discussion.
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Lesson Implementation: (Specific details and/or step-by-step instruction on how the activity
will be conducted)

Minds on:
 Write the word “ecosystem” on the board and give the students five minutes to
brainstorm what comes to mind when they hear the word in a think, pair, share fashion
with the class, and record student’s thoughts on the board. Once sharing is complete,
group similar concepts together and strikeout responses that do not fit. Discuss the
remaining responses as a class. Consider asking students the following questions to
facilitate discussion:
 What is ecotourism?
 How does it differ from “regular” tourism?
 What might be some of the advantages associated with ecotourism?
 What are some examples of ecotourism activities in Canada?
 Why might Canada be an ecotourism hotspot?

Action:
1. Have students pick a Canadian ecotourism location of their choosing (to be
approved by the teacher). Teacher will print resources for each student’s choice.
2. Distribute copies of Ecotourism and Climate Change Worksheet to each student
(Appendix 1). Read through questions together.
3. Explain the activity to the class:
a. You will be working individually to research an ecotourism site in Canada. You
will gather information, and analyze the interrelationship between human activity
and natural environment, and organize your thoughts onto the chart paper. Each
student will share their findings with the class, if they feel comfortable.
4. Each student should pick a different location. If students are struggling to pick a site, give
them the following examples: Sugarbush Maple Syrup Farm in Pankenham, Rocky
Mountains, Hudson Bay Bonnechere Caves, First Nations Bison Jump, Newfoundland
Gros Morne National Park, Fundy National Park, Riding Mountain National Park and
Churchill, as a springboard for ideas. Try to have students choose sites with varying
characteristics.
5. Teacher will circulate and make sure students are on task and offer assistance where
necessary. Make observations of student learning.
6. After allowing students to gather and organize information, bring students back
to their seats to share their findings if they are comfortable.

NOTE: You may wish to model the activity with the whole class before students begin working
on the activity individually. If you choose to do this, you will simply choose an example and
walk through how you would investigate the sites following the prompts on the worksheet. If you
do this, do not allow the students to choose the site you used.

Conclusion and Consolidation:

 Once all student have shared their findings, bring the entire class together for a
discussion. Have students identify patterns and trends they noticed throughout the
presentations. Encourage students to analyze how ecotourism in Canada will change in
the coming years due to climate change. Use scaffolding questions to ensure students are
getting the important information out of the lesson. Write key concepts and ideas on the
board and have students add these to their notes.
 Consider asking students the following questions to facilitate discussion:
 How do the natural characteristics of Canada influence human activity,
and how might human activity influence Canada’s natural characteristics?
 In what ways is Canadian identity tied to our natural landscape?
 What action might the Canadian ecotourism industry take to help mitigate
the effects of climate change?
 How might the ecotourism industry respond to the effects of climate
change?

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Extend your geographical thinking:

 If students seem to enjoy this activity, a final summative assignment for the course can be
developed to further students’ geographical thinking with respect to ecotourism. The
project could incorporate analyzing the ecotourism site from a “Managing Canada’s
Resource and Industries” lens and “Liveable Communities” lens as well.

Assessment Opportunities:
 For:
 The brainstorm about what students already know about ecotourism at the
beginning of the class allows the teacher to gauge the student’s current working
knowledge of the concept.
 As:
 Observations walking around the classroom as students work together on the
activity allows the teacher to facilitate learning and provide ongoing descriptive
feedback.
 Of:
 Presentations/sharing to see what students have learned.

Teacher should record learning observations to determine if more time or lessons are
needed to grasp the concepts.

Additional Sources and Materials:

 Ecotourism Websites:
 The International Ecosystem Society https://ecotourism.org/what-is-ecotourism/
 Travel Websites:
 Ontario Travel - www.ontariooutdoor.com
 Quebec Original - www.bonjourquebec.com
 Travel Manitoba - www.travelmanitoba.com
 Travel Alberta - www.travelalberta.com
 Nunavut tourism - www.nunavuttourism.com
 Destination British Columbia - www.hellobc.com
 Ecotourism Blogs/ Articles:
 Resource Centre (Busch Systems) https://www.buschsystems.com/resource-
center/page/canadian-ecotourism-destinations
 Travel2Next https://travel2next.com/10-eco-tourism-experiences-in-canada/
 Canada Wilderness https://www.canadawilderness.com/eco-tourism/
 Nature Conservancy Canada
http://www.natureconservancy.ca/en/blog/ecotourism-in-canada.html
 ZME Science https://www.zmescience.com/other/feature-post/what-is-
ecotourism/
 YouTube:
 Physical Regions of Canada https://www.youtube.com/watch?v=0tyzVK5M18g
 Lesson Plan adapted from https://ecoschools.ca/wp-content/uploads/2019/07/Grade-9-
Mapping-Ecotourism-and-Climate-Change-in-Canada-PDF.pdf
APPENDIX A: Questions/ prompts to guide student research

Exploring Ecotourism and

Climate Change in Canada

Choose a Canadian Ecotourism from the list your teacher provides you. Answer the
following questions using the location you have chosen. Think critically about the natural
environment of the site and how climate could impact the natural environment in this area
and thus the ecotourism industry in Canada. Please use the provided pencils and chart
paper to express your ideas; this can be in words, pictures, or both. When completed, share
your findings to the class if you feel comfortable.

1. What is the name of your site and where is it located?

2. What characteristics of Canada’s natural environment promote ecotourism at this
site?
3. What activities occur at your chosen site?
4. What natural resources, weather conditions or other factors do these activities rely
on?
5. Who is typically attracted to your chosen site? Do these people typically have an
environmental background?
6. How does the human activity at this site impact the natural environment in the
area?
7. How would climate change affect the functioning of your ecotourism site?
8. What can be done to mitigate climate change’s impacts at your site?