LEARN NC

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CareerStart lessons: Grade six

3.10 Eco-tourism in the Outer Banks

By April Galloway and Christine Scott

Provided by CareerStart

Learning outcomes

Students will explore careers and describe ways in which organisms interact with each other and with non-living parts of the environment by examining eco-tourism in the Outer Banks of North Carolina.

Teacher planning

Materials needed

  • Computer with Internet access
  • For each student, a copy of student handouts:
    • “Eco-Tourism” handout
    • “Eco-Tourism in the Outer Banks of North Carolina” reading (This article is also available as html. The student handout version includes student instructions.)
    • KWL Chart for each student
  • One copy of “Eco-Tourism Occupations” list
  • Pencil
  • Occupational Outlook Handbook published by the U.S. Department of Labor (Note: If the Occupational Outlook Handbook is not available at your school media center or guidance office, please refer to the electronic version on the Bureau of Labor Statistics website. This website is also a great tool for readers who would struggle with a handbook of this size.)

Time required for lesson

Approximately 85 minutes of class time
Additional homework time will be needed.

Advance preparation

  • Reserve computer lab
  • Make copies of “Eco-Tourism” handout, “Eco-Tourism in the Outer Banks of North Carolina” reading, and KWL chart for each student. (See “student handouts” under “Materials Needed” above.)

Procedure

  1. Introduce students to the following vocabulary words and provide definitions: (15 minutes)
    • Coexistence
    • Cooperation
    • Competition
    • Symbiosis
    • Mutual dependence
  2. Hand out reading, “Eco-Tourism in the Outer Banks of North Carolina” to students. Read the article to your students as they follow along. (5 minutes)
  3. Hand out “Eco-Tourism” handout, KWL chart, and a career title to each student. (5 minutes)
  4. Have students complete the first two columns of the KWL chart. (10 minutes)
  5. Take students to computer lab. Have them log in to computers and follow the procedure on the “Eco-Tourism” handout, steps 1-2. (40 minutes)
  6. Read step #3 on “Eco-Tourism” handout and answer any student questions. Instruct students to complete this step as homework. (10 minutes)

North Carolina Curriculum Alignment

Science (2005)

Grade 6

  • Goal 7: The learner will conduct investigations and use technologies and information systems to build an understanding of population dynamics.
    • Objective 7.01: Describe ways in which organisms interact with each other and with non-living parts of the environment:
      • Coexistence/Cooperation/Competition.
      • Symbiosis.
      • Mutual dependence.
    • Objective 7.05: Examine evidence that overpopulation by any species impacts the environment.