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New lease of life for original lighthouse vents

15/05/2018

As part of the ongoing conservation of the Cape Bruny and Maatsuyker Island lighthouses, a team effort has been underway to restore the original bronze vents from the lighthouses' lantern rooms.More

Record visitor numbers at Highfield Historic Site

09/05/2018

Visitation numbers at Highfield Historic Site in Stanley have reached a record high, with 12,535 people visiting in the 12 months ending March 2018.More

Cradle Mountain shuttle bus tender awarded

08/05/2018

A new bus fleet featuring environmentally friendly technology and vehicles with improved accessibility and increased capacity will help to meet increasing visitor numbers following the awarding of the tender to McDermott Coaches.More

Activity teacher notes 3.4

3.4 Park manager - Minimising human impacts


Levels: LP, P, S
Focus curriculum areas: Society and history
Supporting curriculum area: Arts
Key concepts: Sustainability, human impact, national parks

student pointing on map

Understanding goals

  • Students look at public land from a management perspective.
  • Students consider the ‘big’ question: How can we prevent visitors from loving an area to death? They develop strategies for allowing access whilst safeguarding a park’s future.

You will need

Maps of some of Tasmania's national parks:

Pre-activity

Discovery Ranger talking about penguins
at Bruny Island

Using the park maps above, locate toilets, campgrounds, roads, picnic spots and Visitor Centres.

Activities

1. Invite a town planner to visit your class. Compose a list of questions to ask them about their job.

2. Use your own national park map or model from Activity 3.3 - Island discovery. In groups discuss the following questions.

  • Drinking water People will be thirsty, so you need to have taps and fresh drinking water. What options might you have to get water?
  • Toilets If we are to have more visitors, then toilets will be needed. Will you have enough water for flush toilets? If not, what other types of toilets will you consider?
  • Campgrounds If camping becomes more popular, some limits may need to be set. How will you regulate the numbers of campers?
  • Interpretation People will want to know why the area is so special. Discuss the benefits of signs versus a summer ranger taking guided walks.
  • Rubbish bins Will you provide rubbish bins? Remember you are a small park with only 2 full-time staff? What can you suggest people do?
  • Waste management How will you deal with human rubbish? Can you think of some creative ways to minimise rubbish?
  • Human safety Are cliffs clearly marked? Should you have access for disabled people in one particular area?
  • Car parks How many car spaces do you think you should allow? How would you work that out?
  • Picnic tables and visitor infrastructure Will they be needed? How would you choose a spot for a picnic table?
  • Roads Should some roads be sealed or should they all remain as dirt roads?

3. Use your map from Activity 3.3 - Island discovery, or draw a map or 3D park model of your park. Mark where you would provide the following for visitors:

Walking through Ballroom Forest, Cradle Mt. NP

  • toilets
  • roads
  • car park
  • fresh drinking water
  • camping place
  • a lookout
  • a short walk
  • a small park office and garage.

Provide a key and a scale for your map.

3. Share what you like most about your park.

4. Think of some rules for your park to minimise human impacts.

5. Design a pamphlet to attract tourists about your park – include pictures and any interesting information.

Going further

Compare your plan with a Parks and Wildlife management plan. How could you improve your plan?

Park Management Plans