Presentation for Sustainability and Tourism in the Azores for Discover the World conference. Embedded video links on some slides and notes on a separate page.
Presentation from Jo Debens' part of the Discover the World workshop at the Geographical Association with Simon Ross - using the Discover Geography website resources for the Azores.
With its close connections to the environment and climate itself, tourism is considered to be a vulnerable and highly climate-sensitive economic sector. Climate affects a wide range of environmental resources that are essential attraction factors for tourism. Climate change will make destinations less attractive and jeopardize major sources of income. There are direct impacts like altered seasonal patterns or coastal erosion, loss of beach area and higher costs to protect and maintain waterfronts. Also there are indirect impacts of climate change like water shortages. Higher costs for risk management for touristic infrastructure might change the demand side of tourism markets or the visitor numbers. Furthermore, the awareness of tourists towards climate change and other environmental issues is likely to be a major driver of their future holiday choices. Operators that do not adapt to this emerging ‘climate aware’ market risk losing market share to more responsive competitors. This clinic will discuss the important relation between climate change and tourism, and will try to show some alternatives and help to promote a responsible and sustainable tourism, which bring not only benefits for the tourism industry but also to the people whose livelihood depends on tourism.
Presentation from Jo Debens' part of the Discover the World workshop at the Geographical Association with Simon Ross - using the Discover Geography website resources for the Azores.
With its close connections to the environment and climate itself, tourism is considered to be a vulnerable and highly climate-sensitive economic sector. Climate affects a wide range of environmental resources that are essential attraction factors for tourism. Climate change will make destinations less attractive and jeopardize major sources of income. There are direct impacts like altered seasonal patterns or coastal erosion, loss of beach area and higher costs to protect and maintain waterfronts. Also there are indirect impacts of climate change like water shortages. Higher costs for risk management for touristic infrastructure might change the demand side of tourism markets or the visitor numbers. Furthermore, the awareness of tourists towards climate change and other environmental issues is likely to be a major driver of their future holiday choices. Operators that do not adapt to this emerging ‘climate aware’ market risk losing market share to more responsive competitors. This clinic will discuss the important relation between climate change and tourism, and will try to show some alternatives and help to promote a responsible and sustainable tourism, which bring not only benefits for the tourism industry but also to the people whose livelihood depends on tourism.
Come September. Lined up events for TERRE -Global and Local . TERRE is invited for UN Secretary General's Climate Summit and UNEP's Climate and Clean Air Coalition meetings in New York . But equally important for us is the community dialogue at KAAS plateau-World Natural Heritage. This issue highlights these events and presents interesting articles.
Newcastle upon Tyne has been chosen as one of two pilots in England to develop a new 'green map' of action by local communities to tackle climate change. The map will be an online internet resource that will help anyone interested find out what is going on in their area and how they can get involved.
The project has been funded by the Green Alliance and is being led by Mapping for Change (www.mappingforchane.org.uk) in partnership with Newcastle Council for Voluntary Services
The map will also help show national organisations just how m,uch is going on at the local level in areas such as North Dorset, and the aim is this will help make more funding and support available.
INTERNATIONAL WORKSHOP
Effects of Marine Renewables and other marine uses on Biodiversity – Atlantic Area
20th November, 2012
The importance of ecological economics, sustainable management of ecosystems services and biodiversity valuation and risk management
Special issue on World Environment Day 2014.
The world has to raise voice and NOT sea level…but we have also to raise bar of our ambition. Read the special issue World Environment Day -2014
Presentation made at the Sustainable Tourism in Small Island Developing States conference, 23-24 November 2017, Seychelles. A partnership of the Seychelles Sustainable Tourism Foundation, IUCN WCPA Tourism and Protected Areas Specialist Group, University of Seychelles, Paris Tourism Sorbonne (IREST), and Global Sustainable Tourism Council.
Mapping Vulnerability and Resilience for Ecosystem Based Approaches to Adapta...CIFOR-ICRAF
This presentation by Keith Alverson from UNEP shows how ecosystem based approaches (EBAs) can help with adaption, how mountains are related to SGDs, what the UNEP does in the mountains, how ecosystem based adaptation in mountain ecosystems works and what some take-home messages are.
Come September. Lined up events for TERRE -Global and Local . TERRE is invited for UN Secretary General's Climate Summit and UNEP's Climate and Clean Air Coalition meetings in New York . But equally important for us is the community dialogue at KAAS plateau-World Natural Heritage. This issue highlights these events and presents interesting articles.
Newcastle upon Tyne has been chosen as one of two pilots in England to develop a new 'green map' of action by local communities to tackle climate change. The map will be an online internet resource that will help anyone interested find out what is going on in their area and how they can get involved.
The project has been funded by the Green Alliance and is being led by Mapping for Change (www.mappingforchane.org.uk) in partnership with Newcastle Council for Voluntary Services
The map will also help show national organisations just how m,uch is going on at the local level in areas such as North Dorset, and the aim is this will help make more funding and support available.
INTERNATIONAL WORKSHOP
Effects of Marine Renewables and other marine uses on Biodiversity – Atlantic Area
20th November, 2012
The importance of ecological economics, sustainable management of ecosystems services and biodiversity valuation and risk management
Special issue on World Environment Day 2014.
The world has to raise voice and NOT sea level…but we have also to raise bar of our ambition. Read the special issue World Environment Day -2014
Presentation made at the Sustainable Tourism in Small Island Developing States conference, 23-24 November 2017, Seychelles. A partnership of the Seychelles Sustainable Tourism Foundation, IUCN WCPA Tourism and Protected Areas Specialist Group, University of Seychelles, Paris Tourism Sorbonne (IREST), and Global Sustainable Tourism Council.
Mapping Vulnerability and Resilience for Ecosystem Based Approaches to Adapta...CIFOR-ICRAF
This presentation by Keith Alverson from UNEP shows how ecosystem based approaches (EBAs) can help with adaption, how mountains are related to SGDs, what the UNEP does in the mountains, how ecosystem based adaptation in mountain ecosystems works and what some take-home messages are.
Steve Brace opening #TMRGS presentation on value of geographyMrs Coles
Steve Brace (Head of Education at RGS) sharing the value of Geography, how 10% of all PLC business is down to OS data, that geographers are employable, etc. #tMRGS
Richard Maurice's #TMRGS presentation on developing questioningMrs Coles
Richard Maurice's presentation for Teachmeet RGS about developing questioning, that the 5Ws are not enough, subverting the 5minute lesson plan for use by students
Ewan Laurie #TMRGS presentation Hijack geographyMrs Coles
Ewan Laurie's presentation for RGS Teachmeet about getting other people teaching geography across school, pop-up classrooms, and taking over the school!
Jamie Buchanan-Dunlop Digital Explorer #TMRGS presentationMrs Coles
RGS Teachmeet presentation by Jamie Buchanan-Dunlop about Digital Explorer, Catlin Seavie Survey, oceans learning, bring the outdoors into classrooms, skype in the classroom, citizenship, oceans, geography, etc.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
6. Autumn 1
8lessons
Autumn 2
9lessons
Spring 1
9lessons
Spring 2
9lessons
Summer 1
8lessons
Summer 2
10lessons
7 Amazing Places
Iceland
Dubai
Stonehenge
China – Great Wall & Gobi
Azores
Careful focus on mapping
skills basics
Use Discover Geography
resources
Assessment: Landscape
in a box
11lessons
Coasts
Landforms
Processes.
Human
influence.
Geology &
weathering.
6lessons
Our Place
Settlement
Including OS GIS
Photo Orienteering
/ Space Explorers.
Land use and
industry focus. UK
landscapes.
Urban models.
Assessment: How
distinctive is the
UK?
9lessons
My Stuff
What links me
to the world?
Food, sport &
geography of
stuff.
Interconnectio
n / inter
dependence
6lessons
GG – Little people , magic glasses, space
explorers 3lessons
Moving Stories
Diversity on site
Mexico / USA
migration
Data handling, travel
literacy and extended
writing.
Link to hot desert
landscape
Focus on social,
economic and
physical geography
Assessment:
Migration Diary
8lessons
Welcome to the
Jungle
Location, climate,
animals & plants,
adaptation, human
use. Soil erosion.
Focus on resource
use / management.
Tribes & conflict.
Madagascar &
Indonesia
Assessment:
Design your Animal
10lessons
8 Weather and climate
Types. Air masses.
Cycles. Microclimate.
Build our own data
loggers (STEM club)
On-site fieldwork
Climate zones &
change. Protest.
Fotobabble / weather
videos
Link to India monsoon
Compare climate zones
for region in Africa, Asia,
Russia
Assessment:
Microclimate Enquiry
12lessons
Extreme
Environments
Cold & hot
desert.
Everest. South
Africa desert.
Environmental
conflict.
Include Everest
expedition
extended
writing.
8lessons
Risky Resources!
Resource
management and
conflict.
Natural resources
including water, oil,
shale gas fracking.
Include places –
UK, Middle East,
Africa, Russia.
Link to geology.
Assessment:
Decision making
exercises on
fracking.
9lessons
GG - colour swatch nature, mini-beasts. 2lessons
Rivers
Hydrology
Landforms
Use by people
Conflict
Include places
– China 3
Gorges, Africa
(Nile), etc,.
Management
7lessons
Watery world
Oceans of the world –
polar and tropical.
Conflict. Resources.
Climate & sea level
change.
Fishery & food security.
Ocean crimes.
Piracy in Gulf of Aden /
Somalia.
Use Digital Explorer
Oceans resources
Assessment: Why is
piracy such a problem
in the Indian Ocean?
10lessons
Experience the
East
Focus on the
physical
landscape and
climate of China
and India, as well
as issues of
population (link
back to
development)
and industrial
changes here.
Compare to other
regions.
8lessons
Eggar’s Geography Key Stage 3 2014_16 Curriculum Outline
24. e.g. Resource 23 -Categorising
card sort
-Locating onto
map / GIS
-Holiday
planning
-Evaluating
potential
impact of each
activity
25. e.g. from Resource 15
BACKGROUND
Graciosa plans to be 100% renewable by the end
of 2014. Corvo has traditionally been totally
dependent on non-renewable energy and is aiming
for 75% wind and solar energy.
RELATIONAL: Use the weblinks to create an action plan for
Corvo by learning what Graciosa has done. Analyse the info
and make suggestions. Explain how sustainable the plan is.
EXTENDED ABSTRACT: As above but also
Use the weblinks to evaluate Graciosa’s plan – can 100%
be achieved? Make a prediction about how successful
Corvo may be. Reflect on what can be improved and make
recommendations.
26. e.g. from Resource 27
‘What are the challenges that lie ahead if
tourism in the Azores is to be sustainable?’
• Create a ‘mockumentary’ about tourism in the Azores.
• Clarify what sustainable means. Refer to S.E.E.
• Consider different social groups and their view points –
research their views and ‘interview’ them
• Consider the impact of increased travel & transport to the
Azores if tourism increases
• Consider the infrastructure of the island: roads, electricity,
accommodation, services, guides and suggest how these
will cope with increased tourism
27. e.g. from Resource 25 Tourism trends
BRONZE task: Draw a line
graph to show the pattern
of tourists travelling to the
Azores as a whole.
Describe and suggest
reasons for the pattern of
tourism.
SILVER task: Compare the
seasonality of tourism
between islands. Create a
chart to show this
information & suggest
possible reasons for why
the pattern exists
GOLD task: Represent the
data from Figure 2 in a pie
chart. Use Figure 3 to create
a flow lines map (or even a
proportional arrow map)
showing origin of tourists.
Describe & explain reasons
for the pattern.
29. e.g. using Resource 24
• Whaling was banned
in 1986 in the Azores
• How do you think this
had an impact on the
local economy and
society?
• Which is more
sustainable – whale
watching or whaling?
Why? Discuss.
30. How does
this office
control the
future of Sao
Miguel?
31. The same but different: what do
Iceland and the Azores have in
common, and what is distinctive?
35. Do now…
Suggest how this image links to sustainability /
tourism. Think, pair, share.
36. Tell me a story about the picture.
It must include: a dramatic moment, a hero and a
villain, and some ‘heavenly’ words.
37. 1
2 3
Diamond 9
4 5 6
7 8
9
Important
Not important
38. Decline of
fishing
Fishing was
once the main
income for the
Azores but is in
decline, loss of
jobs
Public
transport
Parts of the
Azores have
small roads and
limited public
transport.
Congestion.
Concerns
about waste
Increase in
tourism will lead
to an increase in
waste and landfill
areas
Urbanisation
Only 5% of
Azores is
urbanised, but
increasing
pressure to build
& develop
means resources
imported
Marine
environment
Whaling has now
become whale
watching. There
is potential sea
level rise in
future.
UNESCO
Biosphere
Reserve
European
Geopark status,
Blue Flag
beaches, etc.
Renewable
energy
Geothermal,
HEP & wind
power
contributed 55%
of Sao Miguel’s
energy 2013.
Water
management
Eutrophication
and mineral
leaching into
lakes. Invasive
species.
Social
responsibility
Poor pay and
living conditions
for construction
workers in tourist
developments.
39. Economic – Jobs and Money
Social – People +
Communities
Environmental – Built and
Natural
Just economic
Benefit.
Environmental
Protection.
Just social benefit
Social and
environmental
What is
sustainability?
S
40. Which is more sustainable?
Place each letter on the appropriate section of the Venn Diagram. Be prepared to
defend your placement. Which would you choose? Justify.
A. Trees are planted around Lago
de Furnas. This creates habitats
and creates a source of quick
growing timber that can be used for
wood pulp. In addition, the trees
intercept more precipitation
therefore reducing eutrophication.
B. A huge dam is created in a river
valley above the lake. The village
will have to be flooded and
residents will be compensated and
offered homes in a nearby town.
The reservoir behind the dam will
create recreational opportunities
and can create Hydroelectric
Power.
C. Any building development is
banned on the flood plain,
restricting the settlement’s
economic growth.
D. Local farmland is drained and
purchased by the Landscape
Laboratory. This reduces water
movement to the lake & use of
fertiliser but there is a high
maintenance cost and farmers must
be compensate.
41. Can you design a sustainable solution for the Azores?
Scenario: You are a city planner for Sao Miguel, Azores. There has been an
increase in tourism and in 2014 more than 36’000 tourists visited. 59% of the
Azorean population live on Sao Miguel already. You must produce an island
tourism plan and a report (presentation) to argue the case for how to ensure
the island has a sustainable future. Taking into account the needs of the
environment, economy and society.
Consider:
- The weather and climate (how will the island and its
buildings cope?)
- Energy efficiency
- Waste reduction
- Appealing to local and visiting public
- Financial costs (E.U. funding)
Ensure you:
- Tackle the issues that currently cause a problem
- Identify strategies for sustainable development
- Explain sustainability
- Compare to real places
42. Links to numeracy
REGION 2002 2008 2011 % Variation
2002-2011
Portugal (all) 239903 273975 289107 +20.5%
Algarve 94089 98724 102462 ?
Azores 5388 8662 8871 ?
Madeira 26853 28093 28500 ?
Number of accommodation beds available.
BRONZE task:
Calculate the percentage
variation for the regions
between 2002-2011.
Which region has increased
the amount of
accommodation most
rapidly?
SILVER task:
Can you plot this
information effectively onto
a graph? What is the
pattern shown?
GOLD task:
Can you create this graph
in Google Earth? Or locate
your own on an annotated
map?
43. Describe the trend.
Is developing the Azores for tourism
sustainable? Use evidence to explain your
answer.
45.00%
40.00%
35.00%
30.00%
25.00%
20.00%
15.00%
10.00%
5.00%
0.00%
Number of tourists in Azores
2002 2008 2012
Number of
tourists
Linear (Number
of tourists)
44. Where are we going?
Use map evidence to describe the location of the Azores.
How might this link to sustainable tourism?
45. How do I go about a geographical enquiry?
Present /
Share
Ask questions
Gather
Information
Select
the best Information
Produce
your work
Evaluate
Have you answered
Yes No
the question?
Start
Here
Who? Where? When?
Why? What? How?
What evidence could you use? How will
you collect it?
Does any of your evidence fail to prove
what you want to say?
Write your answer using the writing
frame provided.
Try again
Reflect
What went well?
What will you
improve next
time?
49. 1 2 3 4 5 6
1
Link to
sustainability
S.E.E.
Current land use Impacts on
transport
3/5ths
population live
with Sao Miguel
Azorean
government
view
Refer to data
2
Refer to data Link to
sustainability
Local hotel
owner
Potential new
jobs (tourism
related)
Young adults
traditionally
migrate out of
rural areas to
urban areas
Local builders
3
Services
(including
health, shops,
facilities)
Brain drain of
migrants to
Portugal itself
Link to
sustainability
Residents
(NIMBIES)
Geothermal
power plant
owner / workers
Airline staff
4
Rural areas are
largely quite
traditional
Impact of
increased
trekking / hiking
on landscape
Local farm
owner
Link to
sustainability
Refer to data Tourism
accounted for
8% Azorean
$GDP 2012
5
Unemployment
rate was 14.9%
in 2013
Decline of
traditional work
in fisheries / tea
Potential impact
on crime and
safety
Refer to data Link to
sustainability
President of
Portugal
6
Better internet /
3G access in
rural counties
National
economy
Refer to data Natural habitats Urban Home
Owners
Link to
sustainability
50. THUNKS: WHAT IS HAPPENING HERE?
SUSTAINABLE OR NOT? PROVE IT!
51. Scenario:
You are an entrepreneur in the Azores. Portugal is in a
recession but you have some options for how to invest
your money. You want to ensure your investment is
beneficial long-term. You are also under pressure from
your family to maintain a quality social experience and
natural environment.
You must make a decision & justify
your choice by linking to S.E.E.
sustainability and considering
viewpoints. Do you:
Introduce a new mass
tourism Volcano Tour
programme including
super-jeeps, helicopter
rides, large hotels.
Similar to Iceland.
Develop eco-tourism
shelters and
encourage camping &
hiking in wilderness
areas rather than
hotels.
Do nothing. Return to
your job on the
mainland and wait for
the economy to
improve.
52. Improve your writing…with VCOP!
MEDC LEDC rural urban
physical features human features climate
sustainability social economic environmental
resident tourist government
however likewise whereas even though
on the other hand unlike contrasting to
in addition to despite because so as to
nevertheless although similarly
Tourism in the Azores can be considered……………….
Sustainability means that…………………..
In order to be sustainable, the Azores’ tourism must………………………
The social/economic/environmental impacts of tourism include………
Tourism causes….however this is sustainable because……..
ocabulary
onnectives
peners
unctuation
54. Prestructural.
‘I don’t know’
Unistructural.
‘I know one thing’
‘I can do it with
help’
DEFINE SIMPLY
IDENTIFY
NAME
STATE
55. Multistructural.
‘I know many
things’
‘I can list lots of
ideas’
Relational.
DEFINE CLEARLY
OUTLINE
DESCRIBE
LIST
‘I know what to do
& why’
‘I can make
connections’
COMPARE
EXPLAIN
RELATE
QUESTION
SEQUENCE
ANALYSE
56. Extended abstract.
‘I have many ideas’
‘I can link my ideas
together & extend my
thinking’
EVALUATE
RECOMMEND
REFLECT
IMPROVE
THEORISE
PREDICT
CREATE
57. e.g. I’m confused about
sustainability.
e.g. Sustainability is when resources are
used in a way that is beneficial long term.
e.g. In the Azores, sustainability is being
developed due to the use of renewable
energy, provision of jobs in tourism, and
building new infrastructure.
e.g. To be sustainable there needs to be a
balance between social, economic and
environmental needs. The Azores is developing
geothermal energy where over 65% of energy on
Sao Miguel is created, which brings
environmental benefit & provides jobs….
e.g. The Azores is similar to Iceland in that it is
attempting to be sustainable through creating
renewable energy, reducing the use of non-renewable
sources, and developing a long-term
income from tourism. I predict that in future the
growth of tourism will bring jobs and income,
however the impact of increased flights on the
environment globally is a problem…
Increasingly complex answers…..
Describe & explain sustainability in the
Azores
e.g.
E
D
C
B
A
59. 65% of Sao
Miguel’s
energy is from
geothermal
power Sustainability is
when resources
are used to
benefit S.E.E.
long term
Tourism is
increasing
bringing
income & jobs
Unemployment is
still high in
Azores
Eutrophication
happened due to
farming
Eutrophication is
being tackled at
Lago de Furnas
by new Geo
Centre
Land is being
bought from
farmers for Geo
Centre, loss of
income
Lago de Furnas
is now cleaner
and species are
being re-populated
60. Make & describe your
point
Point 1
The Azores was
named the second
most sustainable
location in 2013
Point 2
65% of energy on
Sao Miguel is from
geothermal
(renewable) power
Point 3
Eutrophication is being
reversed at Lago de
Furnas
Use place specific
evidence (Prove it)
Explain
(So What)
Link back to
question
Describe & explain how sustainability can be
encouraged in a location you have studied. 9marks
Delegates to discuss with each other, based on Ari Trausti’s presentation and own thoughts. Feedback to the group.
Sustainability should be fully embedded throughout KS3 (if not before) and taught from first lessons in Year 7 as a core concept. Inextricably link to Amazing Places, Our Place, Weather & Climate, Coastal change, Settlement, Population, Resource Management, Rainforests, Development, etc,. And as it is central within GCSE spec should be delivered as preparation for this. Plus links to DME activities.
Note that there are no individual units named ‘sustainability’ sections. It is taught throughout each topic.
Discuss in pairs / small groups. Each to feedback on current strategies and the limitations of what is already done.
http://www.youtube.com/watch?v=B5NiTN0chj0
Then discuss. Is this possible? Can students think of examples where this is occurring? What might be the restrictions?
Google Earth Tour
Talk through notes with background on Azores
Read background info on location, history, volcanism, botanical gardens, endemism, etc,. Use photo prompts and google earth tour.
Starter activity for lessons. Use the Bing homepage and choose a suitable image (almost always have a Geography link!). The Do Now is to get students engaged at the start of lesson as they enter. Have a provocative image on display with a statement, question, quote, etc, and students have to write a response. Could be list, mindmap, answer a Q, etc,.
e.g. How sustainable is development in the Azores / tourism in Iceland / river flood defences / coastal management / the school, etc.? Card sort with range of scenarios / outcomes / issues, e.g. access to water, air conditioning, etc,.
Linking to DME skills. Choose a series of options / scenarios, tied to any topic, e.g. flooding, coastal management, rainforest use, resource management, population control, etc,. And students have to place scenarios on the venn and justify. Lead to discussion / debate.
Assessment challenge. Follow the enquiry flow chart.
Learning grids activity. Substitute different criteria for different topics. Idea is that students use to support extended writing. They roll two dice to get the coordinates for 4 or so categories. These then provide the prompts for them to include within extended writing. Reverse AfL – ask students to tick off on the grid which boxes they think they have met once they complete their work, then peer assess and see if peers agree. Link to level mountain criteria.
Debate and discussion on the impact of tourism. S.E.E. leading into a DME activity
Model how to write a 3 developed point answer
Students collate images to show sustainability vs non sustainable, create collage with Microsoft PiL AutoCollage
Use Google Earth Placemarks. Students to identify areas of the they consider sustainable or not, use placemarks to add comments or upload images as proof.