| Objectives | Students will be able to: (1) name types (sun/beach, eco, heritage/cultural, cruise); (2) match type to country examples; (3) draw a tourism icon. |
|---|---|
| Materials | Tourism brochures, icon cards, map. |
| Key vocabulary | eco-tourism, heritage tourism, cruise tourism, all-inclusive |
| Engage (starter) | (10 min) Show a cruise ship and a rainforest hike. “What kind of vacation is each?” |
| Develop (main) | (35 min) 1. Discuss different types: sun/sand (Jamaica, Bahamas), eco (Dominica, Belize), heritage (Bridgetown, Havana), cruise (many islands). 2. Match country to tourism type. 3. Design an icon for each type. 4. Write about which type you’d prefer and why. 5. Share. |
| Plenary (close) | (10 min) Icon gallery. |
| Assessment | Icons clear; writing shows understanding. |
| Teacher notes | Connect to geography. |
| Objectives | Students will be able to: (1) list economic benefits (jobs, foreign exchange, infrastructure); (2) create a poster showing benefits; (3) debate “Tourism is always good”. |
|---|---|
| Materials | Data on tourism earnings, poster paper. |
| Key vocabulary | foreign exchange, employment, infrastructure, multiplier effect |
| Engage (starter) | (10 min) Show a chart of tourism earnings for Jamaica. “Tourism brings billions of dollars. How does that help?” |
| Develop (main) | (35 min) 1. Discuss direct jobs (hotel, taxi) and indirect (farmer selling to hotel). 2. Infrastructure: airports, roads improved. 3. In groups, make a benefits poster. 4. Hold a mini-debate: “Tourism is always good” – sides argue pros and cons. 5. Write a balanced reflection. |
| Plenary (close) | (10 min) Share reflections; class discussion. |
| Assessment | Poster and reflection show understanding of pros. |
| Teacher notes | Critical thinking about economic dependence. |
| Objectives | Students will be able to: (1) identify negative impacts (environmental damage, cultural erosion, leakage); (2) analyze a case study; (3) propose solutions. |
|---|---|
| Materials | Case study (e.g., overdevelopment in Negril), video clip if possible. |
| Key vocabulary | environmental impact, cultural erosion, leakage, all-inclusive |
| Engage (starter) | (10 min) Show a picture of a crowded beach with litter. “Tourism can also cause problems. What do you see?” |
| Develop (main) | (35 min) 1. Discuss: reef damage from snorkeling, water overuse, locals priced out, profits go abroad (leakage). 2. Case study: read about Negril’s environmental challenges. 3. Groups brainstorm solutions (eco-certification, community tourism). 4. Write a letter to a hotel manager with suggestions. 5. Share letters. |
| Plenary (close) | (10 min) Mail letters (pretend). |
| Assessment | Letter identifies a problem and offers a realistic solution. |
| Teacher notes | Encourage responsible travel. |
| Objectives | Students will be able to: (1) define sustainable tourism; (2) give examples (eco-lodges, marine reserves, community-based tourism); (3) design an eco-resort. |
|---|---|
| Materials | Brochures of eco-resorts, design materials. |
| Key vocabulary | sustainable, eco-tourism, community-based, certification |
| Engage (starter) | (10 min) Show a picture of an eco-lodge in the rainforest. “This hotel is designed to protect nature. How?” |
| Develop (main) | (35 min) 1. Sustainable tourism: meets needs of tourists and hosts while protecting environment. 2. Examples: The Caves (Jamaica), Rosalie Forest (Dominica). 3. In groups, design a sustainable resort: location, energy, waste, activities. 4. Draw a map/layout. 5. Present. |
| Plenary (close) | (10 min) Resort expo; class visits each group. |
| Assessment | Design includes at least three sustainable features. |
| Teacher notes | Could research Green Globe certification. |
| Objectives | Students will be able to: (1) consolidate learning; (2) role-play a tourism stakeholder meeting; (3) propose a balanced tourism development plan. |
|---|---|
| Materials | Role cards (developer, environmentalist, government, local fisher), plan template. |
| Key vocabulary | review |
| Engage (starter) | (10 min) Set scenario: “A new resort is proposed on a pristine beach. Should we allow it?” |
| Develop (main) | (35 min) 1. Assign roles. Groups prepare arguments. 2. Hold a town hall meeting. 3. Each group presents. 4. Vote on a compromise plan. 5. Write a reflection on the decision. |
| Plenary (close) | (10 min) Debrief: Was it fair? What did you learn? |
| Assessment | Participation and reflection. |
| Teacher notes | Builds negotiation and empathy. |