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Understanding More About Marine Parks in South Australian Waters Understanding more about marine parks in South Australian waters An Educational Resource for Years 7 to 10 Department for Environment and Water Acknowledgements Understanding more This online curriculum-linked resource was produced by Angela from Angela about marine parks in Colliver Consulting Services. Contents South Australian waters Dr Shelley Paull from National Parks and Wildlife Service South Australia and Introduction 1 colleagues from Parks Australia assisted in the development of this resource. How to use this resource book 2 The curriculum-linked resource is A suggested learning methodology 3 designed to support teachers in schools Curriculum Connections 4 implement teaching and learning programs about marine parks in South Marine Parks 101 11 Australian waters. A suggested learning sequence 17 This work is licensed under a Creative Appendix 31 Commons Attribution-Non Commercial 4.0 International licence (CC BY-NC 4.0) References 32 https://creativecommons.org/licenses/ Student Project Files 37 by-nc/4.0/ The Project File 38 Resource 1.1 Your Design Brief 39 Resource 1.2 Define 41 Under this licence you can share and Resource 1.2.1 Write a definition 42 adapt but must give appropriate credit, provide a link to the licence, Resource 1.2.2 Getting to know South Australia's marine parks 43 and indicate if changes were made. Resource 1.2.3 South Australia’s marine park zones 44 The material may not be used for commercial purposes. Resource 1.2.4 Our connections to places 45 The following statement must be used Resource 1.3 Discover 47 on any copy or adaptation of the Resource 1.3.1 Other people’s connections 49 material. Resource 1.3.2 People’s interconnections with places, Copyright: Australian Government national parks, and marine parks 51 2020 except where indicated otherwise. This work is licensed under Resource 1.3.3 Concept maps 54 a Creative Commons Attribution Non- Resource 1.3.4 Fisheries connections 55 Commercial 4.0 International licence. Resource 1.4 Tourism connections 56 While reasonable efforts have been Resource 1.4.1 SA Tourism Awards 57 made to ensure that the contents of this educational resource are factually Resource 1.4.2 South East Marine Parks 58 correct, Parks Australia and the National Resource 1.5 A Compass Rose 60 Parks and Wildlife Service South Australia do not accept responsibility Resource 1.6 Futures Timeline 61 for the accuracy or completeness of the Resource 1.7 Ecological footprints, best environmental practices, contents, and shall not be liable for any loss or damage that may be occasioned and responsible tourism 62 directly or indirectly through the use Resource 1.8 Multiple uses of marine parks 64 of, or reliance on, the contents of this educational resource. Resource 1.9 Visitor guides and tourism brochures 65 Resource 1.10 Dream 67 All links to websites were accessed in April 2020. As content on the websites Resource 1.11 Design 68 used in this resource book is updated Resource 1.12 Deliver 70 or moved, hyperlinks may not always function. Resource 1.13 Debrief 71 Cover image: Carl Charter Resource 1.14 Re-Design 72 Introduction The ocean is inextricably linked to our land and atmosphere through complex processes that support life. The ocean also supports rich biodiversity. Amazingly, the ocean produces half the oxygen Aim we breathe, so no matter where on earth you live, you are connected to the ocean and rely on In schools, there is scope for teachers to it to survive. As an island nation, surrounded by integrate this resource book into their existing the third largest marine jurisdiction in the world, classroom programs. The resource book this connection is very real for many Australians. provides schools with opportunities to: This marine environment supports incredible habitats and species, drives our climate and • develop understandings about the role of weather, provides jobs, food and resources, marine parks in addressing complex real- and offers us a special way of life. We have a world scenarios. responsibility to protect it and every Australian • develop understandings about the can play their part. importance of attaining sustainability for marine parks. This resource book aims to support teachers in secondary schools engage students in • discover ideas and solutions to take learning about marine parks in South Australian action to tackle sustainability challenges waters. It will cover their purpose, their values, as individuals, as a community and as the where they are, the different types (State and future decision-makers who need and use Commonwealth), and how they are managed. marine parks. • discover and envision a range of creative solutions to real-world problems. • design research projects with the goal of reflecting on appropriate local actions to ensure marine parks are managed appropriately to support marine conservation goals as well as the sustainable use of marine resources. • design the steps required to create sustainable solutions for the problems. • dream and consider the many possible solutions to deal with sustainability challenges. • deliver and debrief solutions. • practise and reinforce the sustainability messages delivered in the Australian Curriculum Learning Areas, General Capabilities and Cross Curriculum Priorities. an educational resource for Years 7 to 10 1 How to use this resource book This resource book provides learning experiences to support your school’s involvement in marine parks in South Australian waters. Teachers can use the following learning Students can choose between two directions for experiences to plan, stimulate, support, and their project. The first option is to design a visitor inspire their learning about these important guide with detailed information about a marine areas. park, its current uses, ecological and economic values, and management arrangements. The This resource book includes ideas to support guide will also reference attractions in and students’ involvement in investigating, exploring, around the marine park, highlight people’s experimenting, designing, creating, and interconnections with it and provide examples communicating their understandings about of how to use the marine park responsibly (e.g., marine parks in South Australian waters. It will fishing, visiting, experiencing, or exploring). The cover marine park types, current uses (socio- second option is to design an ecotourism idea economic values), locations, biodiversity, cultural for their chosen marine park. This will involve connections, heritage values, and management researching current ecotourism ventures that approaches. already operate in the marine park, regionally around South Australia or further afield if Curriculum focus necessary. Students will provide an overview of This learning resource has a variety of student marine park values that they think are potentially activities that link to the Australian Curriculum marketable. This may potentially involve market in Geography, Technologies, Science and Work research, for example, surveying people about Studies. It also has many opportunities to what new ecotourism experiences they would integrate the Sustainability Cross Curriculum like to see or identifying which values people Priorities (CCP) and General Capabilities. find most interesting. They will then design their own ecotourism venture (or a brochure for it), Students research marine parks around South ensuring it is safe, sustainable, and consistent Australia’s coastline, their multiple uses and with the marine park management rules that it their diverse habitats and species which have occurs within. ecological, cultural and economic importance. They investigate how people, through their choices and actions, connect to places in marine parks, and how these connections help to make and change places and their environments. This unit examines marine parks interconnections and their effects on the plants and animals. It also looks at the role marine park tourism plays in benefiting the economy and connecting people with the marine environment and teaching them about its importance. Students will first connect to their local marine parks and then look further afield to consider other marine parks around South Australia. They can choose to focus their project on a State or Commonwealth marine park. 2 Understanding more about marine parks in South Australian waters A suggested learning methodology The Project Based Learning (PBL) learning sequences used in some of the learning activities in this book are underpinned by the work of Lee Watanabe-Crockett. It uses the Solution Fluency methodology • Dream: The ‘Dream’ phase enables through six phases: Define, Discover, Dream, students to imagine and develop possible Design, Deliver and Debrief. The phases of the solutions and explanations for the challenge, model are based on the 21st Century Fluencies problem, question, and task they have created by Crockett et al (2011). experienced. The significant aspect of this phase is that the students’ explanations The Essential Fluencies are outlined extensively follow substantive conversations and higher- in the book Mindful Assessment (Crockett, order thinking experiences. L. & Churches, A. (2016) Mindful Assessment (Solution Tree)). See also ‘Solution Fluency’ on • Design: The ‘Design’ phase provides the Global Digital Citizen Foundation website, opportunities for students to apply what and the Solution Fluency video Solution they have learned to new situations, to Fluency on YouTube (3:13 min). For reference, map production processes
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