Galapagos:)Environmental)Policy,)Ecotourism,) Biodiversity ... · PDF fileThis lesson funded by the U.S. Department of Education, Fulbright-Hays Group Projects Abroad (GPA) Program

This lesson funded by the U.S. Department of Education, Fulbright-Hays Group Projects Abroad (GPA) Program

Galapagos: Environmental Policy, Ecotourism, Biodiversity, Sustainability

Brittany Whitted. Westwood High School

Samantha Sanchez, Teacher Candidate, University of Texas at San Antonio

Grades: Secondary (9-‐12) Subject: World Geography, World History Duration: One to Two Hours

Background Information:

Located off the western coast of Ecuador, the Galapagos Islands are a biological hotspot, home to 26,000 people, and a travel destination for approximately 180,000 visitors a year who spend over $200 million in the islands. Formed over 4 million years ago, the islands serve as prime examples of both volcanic and evolutionary processes. The islands have been studied and appreciated for the large array of endemic species that exist nowhere else on earth.

Over the last 50 years, both the number of Galapagos residents and visitors has dramatically increased. Due to these changes, the islands are facing several contentious issues including invasive species and water scarcity. Dealing with and solving these issues are magnified by the number of interest groups who have a stake in the islands: fisherman, Galapagos residents, tour operators, conservationists, and the Ecuadorian government.

This lesson provides students with an opportunity to learn about the islands and what makes them unique, as well analyze the numerous issues facing the islands. Students will take on the perspectives of different groups who depend on the islands and make “real-world” decisions on how the islands should be managed in the future.

Learning OBJECTIVES

Lesson Purpose:

The purpose of this lesson is to provide students with inform-ation regarding the Galapagos Islands. The lessons will provide students with information regarding special interest groups in the Galapagos and issues relating to sustainability.

The students will locate the Galapagos Islands and describe how they were formed. The students will identify ways in which people have modified the Galapagos Islands. The students will apply knowledge of the Ecuadorian political system in order to make decisions about issues regarding the Galapagos Islands. The students will apply critical-‐thinking and problem-‐solving skills in order to identify and think of solutions for problems in the Galapagos Islands. Students will evaluate the geographic and economic impact of policies related to the use of Galapagos resources.

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Advanced Preparation: 1. Print Student Activities Worksheet and the

Introduction to the Galapagos handout, enough for each student.

2. Print the Interest Group Handouts (Government, Resident, Environmentalist, Tour Operator, and Fishing) for each group.

Lesson Description:

For this lesson, students will take part in role laying activity. Students will read through the provided handouts and proceed to complete the student handout and participate in groups to “become” an interest group within the Galapagos. The students will discuss different aspects of sustainability as it pertains to the islands.

National Standards

National Geography Standards: Standard 4: The physical and human characteristics of places. Standard 8: The characteristics and spatial distribution of ecosystems on Earth's surface. Standard 13: How the forces of cooperation and conflict among people influence the division and control of Earth's surface. Standard 14: How human actions modify the physical environment. Standard 16: The changes that occur in the meaning, use, distribution, and importance of resources. National Science Standards: Strand 6: Science in Personal and Social Perspectives National Environmental Education Standards: Strand 2.3: Humans and Their Societies Strand 2.4: Environment and Society Strand 3.1: Skills for Understanding and Addressing Environmental Issues Strand 3.2: Decision-‐Making and Citizenship Skills

Unit Vocabulary: • Invasive Species • Endemic Species • Biodiversity • Hotspot • Equator • Tectonic Plates • Conservation

Materials:

Student Handouts: - Introduction to the Galapagos - Galapagos Government Handout - Galapagos Resident Handout - Galapagos Environmentalist Handout - Galapagos Tour Operators Handout - Galapagos Fishing Handout - Student Activities Worksheet - Galapagos Scenario Handout (Optional) Teacher Master: -‐ Answer key to Student Activities

Texas Essential Knowledge and Skills (TEKS):

World Geography Studies 8A, 12C World History Studies 15D, 17A, 25H, 27AB

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Lesson Procedures

1. Overview and Individual Reading Assignment-(15 Minutes). Pass out “Introduction to the Galapagos Handout” and “Student Activity Handout” to each student. Explain that each student is to take time read the “Introduction to the Galapagos Handout” and complete the questions in Part I of the accompanying worksheet.

2. Interest Group Activity- (15 Minutes). After each student has read and completed Part I of the “Student Activity Handout”, allow students to break up into 5 groups. Each group is to be given a sheet on a Galapagos interest group (i.e. Government, Environmentalist, Fishing Industry, Tour Operators, and Residents). As a group, they will be responsible for reading the assigned handout and completing one of the boxed sections in the “Student Activity Worksheet.” They should also create either a slogan or symbol that represents who they are.

3. Informal Group Presentations- (30 Minutes). After each group has completed their assigned section, they are to present their own information. They are to tell the class who they are, what they want (in regards to their situation in the Galapagos Islands), and why they are important. They will also present their symbol or slogan. While each group is presenting their information, other groups will be taking notes in the other boxed sections of the “Student Activity Worksheet.”

4. Class Discussion and Closing- (15 Minutes). Discuss with the class the topic covered for the day and possible solutions to the problems highlighted regarding the Galapagos Islands and its interest groups. Explain to the class what will be covered in the next class and assign any assignments necessary.

References and Resources: Bowes, Gemma, “Moves to Make Galapagos Tourist Extinct,” The Observer, April 15, 2007,

http://www.guardian.co.uk/travel/2007/apr/15/escape.galapagosislands.travelnews (accessed July 25, 2010).

Egret Communications/ARA Consulting, “Galapagos Islands, Ecuador Tourism Growth Case Study.” http://www.juneau.org/tourism2/cbjtourism/galapagos.pdf (accessed July 25, 2010).

Galeodan. http://www.galeodan.com/ (accessed July 24, 2010).

Assessment Instructions: Formative Assessment: Observation of student understanding while in groups and during class discussion. Students should actively participate in all activities, ask questions when they need help, and respond with correct answers when the teacher checks for understanding. Summative Assessment: Assessment of completed “Student Activity Handout” and optional extension activity.

U.S. Department of Education, Fulbright-Hays Group Projects Abroad (GPA) Program

1

INTEREST GROUPS IN THE GALAPAGOS

Introduction to the Galapagos Islands The Galapagos Islands

are an archipelago of

13 major islands, six

small islands, and nu-

merous islets. The

chain of islands, lo-

cated along the Equa-

tor, are part of the Re-

public of Ecuador.

The islands began to

form 5-4 million of

years ago when under-

water volcanoes be-

gan erupting and ris-

ing above the ocean’s

surface. The islands are located at the intersection of two tectonic plates

(Nazca and Cocos) and sit above a tectonic hotspot. The Galapagos Islands

continue to be tectonically active to this day.

The first recorded discovery of the island came in 1535 when a Spanish ship

traveling between Panama and Peru went off course. In the centuries that

followed the islands became places for pirates, sealers, and whaler to shelter

and acquire wood, water, and food. The giant Galapagos Tortoises, which the

islands were named after, could be stored on a boat for up to a year without

water. No permanent residents lived on the islands till the early 1800s. In

1835 Charles Darwin spent 5 weeks studying Galapagos, and many of his

notes and collected specimens from the islands were used to formulate his

theory of evolution.

Although they reside on the Equator, the islands do not resemble what one

might expect to find along the tropics. Some of the islands lack vegetation

altogether, rather that be due to a lack of precipitation or volcanic activity.

Scientists know that every plant and animal species in the Galapagos origi-

nally came from a different location hundreds to thousands of miles away.

7882 sq km of land spread

across 50,000 sq km of ocean

SIZE

26,000 People

POPULATION

LOCATION

600 Miles west of Ecuador in

the Pacific Ocean

Endemic Giant

Galapagos Tortoise


2

Introduction to the Galapagos Islands Species, mainly from South America and the Caribbean, traveled by wind, air, or

water currents. Once on the islands, each species adapted to the individual envi-

ronments on the separate islands with little interruption due to the physical isola-

tion of the islands and a lack of predators. The islands are treasured for the vari-

ety of endemic species that exist there, meaning they exist nowhere else on earth.

The Galapagos are considered to be a biodiversity hotspot due the quantity and

diversity of plant and animal life, specifically those endemic to the islands. In more

recent years, invasive species such as dogs and goats, have been introduced by

people.

In 1934 the Ecuadorian government set aside some territory in the islands for a

wildlife preserve, but it wasn’t till 1959 that the islands were

declared a national park. The park covers approximately

97% of the landmass of the islands, with the remainder of

the territory composed of urban areas and farms that ex-

isted before 1959. The Charles Darwin Research Center,

which promotes conservation, opened in 1964 and the Gala-

pagos National Parks Service began operating in 1968. The

Galapagos Marine Resource Reserve was added to the park

in 1986 and includes 133,00 sq km of water territory.

During the 1950s a little over 1,000 people lived in the Galapagos and few tourists

visited the islands. Over the last 50 years those numbers have dramatically

changed. Despite government restrictions, the islands now have over 26,000 resi-

dents with a population that grows at an annual rate around 10% to meet the

needs of the tourism industry. Around 180,000 tourists visit the islands each

year , man y of which spend their time on one of the over 85 boats with sleeping

accommodations.

The islands are facing numerous current issues. Invasive species, plants and ani-

mals not native to the islands, are a major concerns. Other issues include habitat

destruction, overfishing, endangered species, and water scarcity.

The Galapagos Islands have great significance to many people, and protecting and

preserving them requires a delicate balance among numerous groups. Among the

groups most involved are conservationists, the residents of the islands, tour opera-

tors, fishermen, and the government of Ecuador. In the following activity you will

learn about these groups and their relationships with the islands.

EXAMPLES OF ENEMIC

SPECIES

Galapagos Marine Iguana

Darwin Finch

Lava Cactus

Moorish Idol


Who We Are, What We Want, and Why We Are Important

Interest Groups in the Galapagos

While the islands have belong to the Republic of Ecuador since 1832, little attention was need

until tourism and the population of the islands began increasing during the 20th Century. With

over 180,000 people visiting the islands each year, the economy of Ecuador is largely affected

by the revenue generated by tourists coming to Ecuador to visit the islands. We are responsi-

ble for protecting the islands, supporting the infrastructure needed for tourism, assisting with

scientific research and conservation, and supporting our resident citizens (the majority of which

support themselves through tourism).

The Galapagos National Park Service (GNPS) is our primary governing institution that over-

sees the operation of the park . The number of tourists entering the islands every week is lim-

ited and the park entrance fee of $100 is largely used for conservation. Visitors are restricted

to official visitors sites and accompanied by certified guides that support the enforcement of

park rules.

In order to support sustainable development, the number of permanent residents is restricted,

but growing out of necessity to support increased tourism. Regulations are in affect that require

recycling, and solar energy and desalination projects are underway. New regulations will also

come into affect soon requiring tour boat operators to filter their own waste water and diversity

their travel itineraries to decrease foot traffic in some areas.

However, the islands are currently experiencing some serious issues, including how to process

all the waste generated in the islands and providing enough water for residents. Conservation-

ists and other groups have suggested that the number of tourists and/or residents many require

future limits or reductions.

The

Government

of Ecuador

Annexation to Ecuador: 1832

Government Declares Islands

a National Park:1959

Tourism Revenue from the

Islands (2008): $200 Million

Park Entrance Fee: $100

FUN FACTS




Just 50 ago, barely 1,000 people called the Galapagos home. Currently, there are over 26,000

people living on the islands. Some of us are fisherman, farmers, or workers for the government

or a non-government organization. However, most of us have jobs that are one way or another

connected to tourism. These job can include working on tour boats, running local businesses,

and working at some of the hotels in the islands.

The population of the Galapagos is increasing at a rate of almost 10% in order to provide the

workers needed to support the growing number of tourists that visit the islands. Many of have

better jobs and a higher standard of living then we would on the mainland. Most of us are here

legally, but in 2008 over 1000 Ecuadorian nationals without permits to be here were forced to

leave. Another 2000 were given a year to move back to the mainland.

The increase in population and accompanying urban growth, has created controversy and

groups that are against so many of us living in the islands. Air pollution caused by cars, waste

removal, and water scarcity are problems we are having to face. We are also concerned with

the cost of living on the islands, which is high since most things must be brought in from the

mainland. Some of us wish we had more land to farm on or that the government would provide

subsidized food. Overall, most of us desire a way to live in the islands without harming the envi-

ronment , which makes the Galapagos so unique and important.

Residents of the Galapagos

Population on the

Islands: 26,000

Year of 1st Permanent

Resident: 1807

Number of Inhabited

Islands: 5

Largest City: Puerto Ayora,

Isla Santa Cruz

FUN FACTS




The marine life surrounding the Galapagos Islands is some of the richest and most bio-diverse in the world. The sea life ranges from algae and small shrimps all the way to the largest water mammals in the world—whales! Of the 26,000 people living in the islands, a large portion of us work and take advantage of the abundance of wildlife in the Galapagos waters. Fishing is the second largest industry among the inhabitants and a crucial one at that. When migrants cannot find work in tourism, they often turn to fishing. There are several types of fishing as well.

There are large commercial fishing vessels (both Ecuadorian and foreign) that seek to reap the benefits of the rich waters. However, the Ecuadorian government, with the creation of the marine and whale reserve, has substantially limited the amount of commercial fishing around the islands. Many vessels still attempt to fish the waters, even within the reserve, illegally, which can have a huge impact on the diverse wildlife.

There are also artisanal fisherman, who are usually locals living on the island

and who are small scale commercial or subsistence fishermen. Yet even these fisher-men are held to strict seasonal restrictions and small areas where they can fish. They also have been known to fish out of season and even poach within protected waters.

“Artisanal vivencial fishing” has become a compromise between the Ecuador-

ian government and fishermen. This type of catch-and-release fishing “provides local fishermen with a tourist-based, sustainable alternative to traditional commercial fishing, with significantly reduced pressure on local species.” This type of fishing is allowed within the reserve, but only under strict control and supervision of the reserve authori-ties.

There are still many issues between the government of Ecuador and the fisher-men of the Galapagos Islands. The fishermen feel they should be allowed to do more fishing, be given more areas to fish in, and more time to fish in order to make more money and the government of Ecuador needs to protect the islands’ wildlife.

Fishing

Groups

Creation of Marine Reserve:

1986

Marine Reserve Size: 82,642

Miles

Authorized Fishermen:

Approximately 1000

FUN FACTS




The Galapagos Islands were discovered in 1535. Since that day, humans and the visitors to the islands have taken advantage of the natural re-sources offered by the islands. Beginning in 1960, the Ecuadorian govern-ment and conservation groups have begun to develop legislation and laws to protect the wildlife within the islands. The two dominant forms of employment for the inhabitants of the islands are tourism and fishing and each has some impact on the wildlife of the islands. It is the job of the conservation groups present in the Galapagos to monitor and protect the islands from these influences. In 1998, conservation groups successfully pushed for the passage of the Galapagos Special Law, which were numerous protective measures aimed at limiting environmental impact on the islands. These measures have helped to protect Galapagos wildlife over the years. In 2007, after Presi-dent Rafael Correa and the Charles Darwin Foundation declared the Gala-pagos Islands to be in a state of crisis, serious ideas were pushed forth to limit the number of tourists that visited the islands. Many of these are still circulating within the government. There is still tension between conservation groups and local, and foreign, fishing industries as well. While conservation groups are pushing for re-strictions to be sustained or expanded, fishing groups are calling for more rights and less restrictions. The tourist industry is currently working with conservation groups to help protect the wildlife on which they base their livelihood. Perhaps one day we may come to a peaceful solution that benefits all.

Environm

ental

Groups

Main Conservation

Organizations:

Charles Darwin Foundation

Galapagos Coalition

Galapagos Conservation Trust

Size of Protected Land: 95% of

the Islands

FUN FACTS




Tourism has been a major part of the Galapagos Islands for decades now. It is a major form of employment for local residents and is also a major source of revenue for the national Ecuadorian government, with yearly revenue of more than $200,000,000. While tourism has had positive impacts on our local employment and econ-omy, it has also been behind major pushes to protect the islands and their surrounding waters. As tour guides, we want the islands ecosystems to stay intact and healthy because without them, tour guides would be out of a job. Who wants to see waste and filth on an island without any animals? However, while the tourist industry has been a part of conservation, it has also been a part of the degradation of the islands as well. With the in-creased number of visitors to the islands each year, the amount of interac-tion between Galapagos wildlife and humans has also increased and is inevitable. Furthermore, the arrival of more tourists means an increase of tourist activities and facilities (i.e. clubs, restaurants, etc.) in the major cit-ies of the islands, which, in turn, leads to more stress and waste for the surrounding environments. Ultimately, we are a part of a struggle over the Galapagos Islands. Most of us would like to still make a decent living while trying to protect the envi-ronment we have chosen to showcase to the world.

Tour

Operators

Number of Islanders Who

Work in Tourism: More than

13,000 (50%)

Estimated Number of Illegal

Workers in Tourism Industry:

Up to 30,000

Number of Tourist Who Visit

the Islands: 180,000 a Year

FUN FACTS

1 U.S. Department of Education, Fulbright-Hays Group Projects Abroad (GPA) Program

Complete the Following Items Below Using the Handout titled “Introduction to

the Galapagos”.

1. Where are the Galapagos Islands located? What type of landform are they?

2. How were the islands formed? Are they active or inactive?

3. What is the importance of 1835?

4. Define the following terms. Draw a quick symbol to represent their meaning.

A. Endemic _________________________________

Species _________________________________

B. Biodiversity _________________________________

Hotspot _________________________________

C. Invasive _________________________________

Species _________________________________

5. How has the relationship between people and the Galapagos changed over the last 50 years?

6. What are some problems facing the islands? What groups are involved and/or impacted by changes in the

islands?

IN TER EST GR OUPS I N T HE GA LA PA GOS

STUDENT ACTIVITIES

WORKSHEET

Introduction to the Galapagos


The Galapagos Islands have undergone numerous changes

over the past 50 years. With a growing population and

over 180,000 visitors a year, protecting the islands has be-

come more important and more difficult.

Several groups play particularly important roles in using

and/ or protecting the islands. In the following activity,

five groups with particular interests in the Galapagos will

describe who they are, what they want, and why they are

important to the islands.

In our scenario, the Government of Ecuador is considering

allowing more tourists to visit the islands each year. As

each interest group presents, complete the boxes below.


Interest Group Presentations

Name: __________________ Group Symbol or Slogan: _________________________

Description of Group: Who They Are, What They Want, and Why They Are Important

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Based on what you have learned, make a mark on the line below to indicate the level of impact you feel the

group has on the Galapagos. Below the line, explain why you picked the location you did.

High Impact<--------------------------------------------------------------------------->Low Impact





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Dear__________________,

____________________________________________________________________

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STUDENT ACTIVITIES WORKSHEET: EXTENSIONS Written Proposal to the Government of Ecuador

Using what you have learned about the Galapagos and those involved in using and/ or preserving the islands, write a

letter to the Government of Ecuador stating whether or not they should increase the number of tourists allowed to visit

the islands each year. Your proposal must explain why you support or do not support increasing the number of tour-

ists, as well as which groups in the islands would agree and disagree with your proposal.



Galapagos Scenario What do you think?

Below, you will read a scenario re-

garding things we discussed relating to the

Galapagos Islands. Please read the sce-

nario and accompanying questions and

write your response below.

The government of Ecuador, for years, has had a thriving ecotourism indus-

try in the Galapagos Islands. Recently, they have begun discussion with several

interest groups regarding whether they should allow an expansion of this industry.

As someone representing a particular interest group (i.e. based on the group you

were assigned in class), you must decide whether this would benefit or harm your

group. Based on your decision, try to come up with a compromise if you think it

is possible. Should this industry be reduced, expanded, or should the legislation

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

___________________________________________________________________________________________________

STUDENT ACTIVITIES WORKSHEET: EXTENSIONS



Galapagos Scenario What do you think?

______________________________________________________________________________________________

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Complete the Following Items Below Using the Handout titled “Introduction to

the Galapagos”.

1. Where are the Galapagos Islands located? What type of landform are they?

The chain of islands, located along the Equator, are part of the Republic of Ecuador. Archipelago

2. How were the islands formed? Are they active or inactive?

Underwater volcanoes Active

3. What is the importance of 1835?

Charles Darwin visits the islands and studies its animal and plant life.

4. Define the following terms. Draw a quick symbol to represent their meaning.

A. Endemic A species that exists nowhere else on Earth

Species

B. Biodiversity A location high in biodiversity

Hotspot

C. Invasive Plants and animals not native to the islands

Species

5. How has the relationship between people and the Galapagos changed over the last 50 years?

The number of tourist and residents have grown significantly from a few thousands residents and tourists to 26,000 residents

and over 180,000 tourists annually.

6. What are some problems facing the islands? What groups are involved and/or impacted by changes in the

islands? Water scarcity, habitat destruction, and overfishing. Fisherman, residents, government of Ecuador, conserva-

tionists, and tour operators.

TEACHER MASTER

STUDENT ACTIVITIES

WORKSHEET

Introduction to the Galapagos


The Galapagos Islands have undergone numerous changes

over the past 50 years. With a growing population and

over 180,000 visitors a year, protecting the islands has be-

come more important and more difficult.

Several groups play particularly important roles in using

and/ or protecting the islands. In the following activity,

five groups with particular interests in the Galapagos will

describe who they are, what they want, and why they are

important to the islands.

In our scenario, the Government of Ecuador is considering

allowing more tourists to visit the islands each year. As

each interest group presents, complete the boxes below.

Use the Example Below to Judge Student Responses


Interest Group Presentations

Name: Tour Operators Group Symbol or Slogan: “Bon Voyage Galapagos”


The majority of people in the Galapagos depend on tourism for their income. Over 200

million dollars are made through tourism a year. Tour operators want to find a way to pre-

serve the islands and what makes them special without limiting the number of people who

visit. Tour operators are the largest employer and limiting visitors will hurt the economy of

the islands and Ecuador as a whole. The islands are important to the world and we want to

show them off!



High Impact<------------------------------------X------------------------------------->Low Impact

The people who visit the islands do have an impact, as well as all the people who live here

to work in tourism. However, the National Park has strict rules that all operators must fol-

low that help protect the islands.

Documents

Galapagos:)Environmental)Policy,)Ecotourism,) Biodiversity ... · PDF fileThis lesson funded by the U.S. Department of Education, Fulbright-Hays Group Projects Abroad (GPA) Program