Environmental Education: Lesson Guide for Teacher

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INTRODUCTION Richmond Vale Academy received a grant from the United Na ons Development Programme and GEF Small Grants Program to restore the La Soufrière Cross Country Trail from 2016 to 2017. This project seeks to enhance opportuni es and biodiversity conserva on for ecotourism and as such the communi es on the North Leeward side of Saint Vincent and the Grenadines.

Environmental educa on was a main component in the implementa on plan because all ins tu ons involved consider it important to promote awareness in the community and build capacity building in order take be er care of the environment; as a responsibility for all and for the sustainable future of the country. Thus, schools are the most appropriate and fer le se ng for sharing the knowledge regarding environmental issues and solu ons.

Taking this into account, the RVA Climate Compliance Conference teachers and par cipants prepared an educa onal program containing four main topics: Biodiversity, Climate Change Adapta on, Climate Smart Agriculture, and Ecotourism. These topics can be divided into four periods, having one lesson per class, and to be followed by a final session in which students share what they learned.

Ins tu ons i nvolved United Na ons Development Programme (UNDP) is the United Na ons' global development agency. It works in nearly 170 countries providing knowledge, experience, and resources to help create country‐owned solu ons to global and na onal challenges. UNDP focuses upon helping countries build and share solu ons to promote Democra c Governance, Sustainable Development, Crisis Preven on and Recovery, Poverty Reduc on and the Millennium Development Goals.

www.us.undp.org

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Established in 1992, the year of the Rio Earth Summit, the GEF Small Grants Programme embodies the very essence of sustainable development by "thinking globally ac ng locally". By providing financial and technical support to projects that conserve and restore the environment while enhancing people's well‐being and livelihoods, SGP demonstrates that community ac on can maintain the fine balance between human needs and environmental impera ves.

www.sgp.undp.org

The Forestry Department of the Ministry of Agriculture of Saint Vincent and the Grenadines is responsible for the management of the country’s forest resources, which include a number of forests and wildlife reserves. It works in collabora on with a number of Government and non‐governmental agencies locally, regionally and interna onally and is currently involved in programmes that are designed for the effec ve delivery of protec on, conserva on and development principles geared towards the sustainable management of the na on’s forests. h p://www.agriculture.gov.vc

The Na onal Parks, Rivers and Beaches Authority (NPRBA) within the Ministry of Tourism, Sports and Culture, is a statutory government body that protects the rich natural, cultural and historic heritage of SVG. This is done through a protected area system. A protected area is an area of land or water that is managed for the protec on and maintenance of its ecological systems, biological diversity and or specific natural, cultural and aesthe c resources. www.tourism.gov.vc

Richmond Vale Academy is a non profit and educa onal ins tu on in St. Vincent and the Grenadines whose objec ve it is to train ac vists from all over the world to fight global warming and global poverty shoulder to shoulder with the poor. More than 600 students from St. Vincent and around the world have par cipated in shorter and longer courses to reduce poverty and protect the environment since 2002. www.richmondvale.org Phone: +1 784 45 8 22 55 / +1 784 49 24 0 58 info@richmondvale.org

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Acknowledgment The Climate Compliance Conference with teachers and students want to take this opportunity to thank all the principals and teachers in North Leeward for the great co‐opera on teaching the Environmental Lessons.

Secondly, we want to outstand the enthusiasm and respect from all the students who surprised us every day with their capacity to understand the world and come up with ideas to make it a be er place for humanity.

They exceeded the expecta ons we had about the teaching prac ce, making it a challenging and rewarding experience. We hope this lesson guide will be helpful for many teachers and that you start using it right away!

Furthermore, we would like to congratulate the Forestry Department and the Na onal Parks, Rivers and Beaches Authority for all the climate change adapta on and mi ga ons ini a ves and projects.

How t o u se t his g uide Each lesson has suggested concepts, teaching methodologies and video resources that can be used to teach and talk with students about climate change concepts, risks and solu ons.

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BIODIVERSITY L ESSON Topics t hat w ill b e t aught ●

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Biodiversity as the varia on of species, genes and ecosystems and examples in Saint Vincent.

The importance of nature as a source of resources.

The necessity of biodiversity to preserve nature’s balance.

The interdependence of organisms in the environment and the processes of adapta on.

The major threats to biodiversity in Saint Vincent and how they can be avoided.

Human ac vity as the major threat to biodiversity.

A er t his l esson s tudents w ill be a ble t o ●

Define biodiversity and differen ate its categories.

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Give examples of biodiversity.

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Jus fy the importance of biodiversity.

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Name several major threats to biodiversity in Saint Vincent and present solu ons.

Understand the rela on between human ac vity to preserve biodiversity.

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Lesson o bjec ve

Understand w hat b iodiversity i s, c omprehend i ts importance a nd i den fy t he t hreats t o b iodiversity i n S aint Vincent

Lesson c ontents

Concepts a nd d efini ons ●

Primary schools: Biodiversity is the variety of living things on earth.

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Secondary schools: B iodiversity is defined by the varia on of all species living in an ecosystem, the varia on in genes within species and the variety of different ecosystems and habitats.

Types of biodiversity There are three types of biodiversity: SPECIES

Defini on: A group of animals or plants that are similar and can reproduce within themselves.

Examples: • Dogs • Sharks • Mangos • Palm trees • Human beings

GENE Defini on: The types in biodiversity refers to the characteris cs that make each organism unique.

Examples: • Size • Color • Shape • Gender • Behaviour • Habitat

ECOSYSTEM

Defini on: An ecosystem includes all of the living things (plants, animals and organisms) in a given area, interac ng with each other, and also with their non‐living environments (weather, earth, sun, soil, climate, atmosphere).

Types: There are two main categories for ecosystems in which species live: • Land ecosystem • Water ecosystem

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VIDEO’S TITLE ( click on tle to play)

What Is Biodiversity?

Video Resources

Why biodiversity is so important?

What is Biodiversity?

Suggested methodology 1. Divide the word BIO ‐ DIVERSITY on the board and write down the defini on to talk about the

meaning of the concept.

Life V ariety

(Bio means life and diversity means variety)

2. Analyze with the class the following concepts and facts: • Biodiversity can be found in humans, animals, plants and other organisms like bacteria.

• Biodiversity is an essen al component of nature and it ensures the survival of human species by providing food, fuel, shelter, medicines and other resources to mankind.

• The richness of biodiversity depends on the clima c condi ons and area of the region.

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Concepts a nd d efini ons

Suggested methodology 1. Show and explain an example of a food chain.

2. Show how the balance of the chain can change if we take out one of the organisms.

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3. Point out the importance of biodiversity to be able to adapt to changes.

VIDEO’S TITLE ( click on tle to play)

Food Chain and Food Web Lesson

Video Resources

Ecosystem and Food Chain

Food Webs, the Circle of Life, and the Flow of Energy

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Threats f or b iodiversity i n S aint V incent NATURAL THREATS

Defini on: Damages or risks that affect the ecosystem, which are caused by reac ons inherent to nature. Most of them, human beings cannot stop or prevent from happening.

Examples: • Erup on of a volcano • Earthquakes • Floods • Droughts • Hurricanes • Electric storms

HUMAN THREATS

Defini on: Damages or risks that affect the ecosystem, which are caused by human ac vity.

Examples: • • • •

Cu ng trees (deforesta on) Contamina on Pollu on Excessive hun ng or fishing

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CLIMATE CHANGE ADAPTATION LESSON

Topics t hat w ill b e t aught ●

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Climate change and climate change adapta on.

Understand how climate change affects biodiversity, nature and daily life.

Episodes in which climate change has been evident in Saint Vincent and the importance of being adaptable to climate change.

Responsibility role of each individual regarding climate change.

A er t his l esson s tudents w ill be a ble t o ●

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Define and explain climate change and climate change adapta on.

Understand the importance of climate change adapta on in Saint Vincent.

Be strongly determined about taking ac on on climate change preven on.

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Lesson o bjec ve Making e vident t he i mportance o f c limate c hange adapta on, s pecifically i n S aint V incent, u nderstanding t he effect o f c limate c hange a nd t he t echniques n eeded t o reduce t he n ega ve i mpacts

Lesson c ontent Difference b etween w eather a nd c limate Even though these two words are related, they are different and the main dis nc on that has to be taken into account is: T IME. WEATHER Concept: Weather is the mix of events that happens each day in our atmosphere. Weather is local and temporary. It may be hot and sunny in one part of the world, but freezing and snowy in another.

Weather, is the condi ons that surround us each day.

You can point out the example of the past three days and how the weather has been different and change.

Factors: The factors that must be taken into account to determinate the weather are: ● Temperature ● Sun ● Rain

CLIMATE Concept: Climate is the average weather over a long period of me (at least 30 years).

While the weather can change in just a few hours, climate takes h undreds, thousands, even millions of years to change.

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VIDEO’S TITLE ( click on tle to play)

Weather and Climate Video Resources Weather vs. Climate

Suggested methodology Ac vity: T raveling around the world Name and iden fy the weather and climate different places in the world.

○ Saint Vincent: W e have the dry season from January to May and the rainy season from July ll December, but we regularly have the same weather condi ons so we can say that the climate is always the same namely a tropical climate. We have a lot of trees and humidity. ○ North Pole: I f we travel to the North Pole we can’t use the same clothes because it is another climate which is the polar climate. ○ Desert climate: It is very dry, they don’t have rains and the temperature is very high. Also, the land is very dry, thus they don’t have as many trees, just cactus.

Climate c hange Concepts and defini ons Climate change is a long term c hange in the Earth’s weather pa erns.

Example of climate change North Pole: If we take out an i ce cream from the fridge, what is going to h appen ? It will melt, because the temperature is high. The same happens at the North Pole. Because of climate change the poles are mel ng, and this will affect the ecosystem of the species living here.

Why is climate change happening? ●

Human beings are making an elevated use and burn of fossil fuels (made from coal, oil and gas): gasoline, electricity, global transporta on, planes, factories, industry, ships.

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Human beings are cu ng down many trees, pollu ng the water.

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This ac vity is crea ng a blanket around the world which means that the heat from the sun can’t get out.

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Because of this we get a Green House effect, and thus, Global Warming.

How does climate change affect the ecosystem?

Climate change can be t he cause of losing the balance within the ecosystem.

Indicators of climate change ●

Extreme ch anges in weather (droughts and floods).

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Changes of sea level (rising or decreasing).

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Global warming (world’s temperature).

Consequences of climate change The f ood supply and income from food sales will be affected. ●

Hot seasons are becoming ho er and cold seasons colder. For example, the rainy season in 2013 was more aggressive and we had a terrible flood.

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If planta ons, trees, flowers and ecosystems are destroyed by floods or droughts, many species can die of hunger and they won’t have a place to live.

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If a farmer lives from selling produce, he will lose his income.

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Losing food and possibili es of income will affect people’s livelihood.

Example in Saint Vincent Bananas can be wiped out if we get strong floods caused by rainfall. In me of droughts and global temperature going higher, ecosystems of water and ice will not be a proper habitat for species that are designed to live here. This means that the producer from the food chain will be affected/destroyed; thus all the rest of the consumers, from the insects, birds to human beings, will be affected as well.

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VIDEO’S TITLE ( click on tle to play)

Climate change (according to a kid)

Video Resources

Is Climate Change Just A Lot Of Hot Air?

How Do Greenhouse Gases Actually Work?

Climate c hange a dapta on Concepts and defini ons ●

Primary schools: Becoming more resilient (resistant) to the conseq uences of climate change.

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Secondary schools: Have the ability of an cipa ng the adverse effects of climate change, taking appropriate ac on to prevent or minimize possible damages, being able to be more resilient (not being easily affected by climate change). Adapta on seeks to lower the risks from t he consequences of clima c changes.

Remember that: ●

Cli mate change is a long term change in the earth’s weather pa erns.

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Adapta on (remember the concept of adaptability from the Biodiversity lesson): is the ability of adjus ng to the changes.

VIDEO’S TITLE ( click on tle to play)

Climate Adapta on and Mi ga on

Video Resources

Climate Change Adapta on: it's me for decisions now

Climate Change Mi ga on and Adapta on in Pacific Island Countries ‐ Energy Sector

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Examples of climate change adapta on 1.

Varia on of crops according to the season: growing species of plants that can resist climate changes, either rain or droughts.

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Changing our ea ng habits according to the supplies and crops we have.

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Save water in drought season.

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Building dams to prevent floods. Build resistant homes, shelters, roads and schools.

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Avoid building close to water sources (rivers and seas).

Ac ons w e c an d o t o p revent o r r educe c limate c hange

ACTION

DESCRIPTION

RETHINK / REINVENT

Do we make too many products? Design in a way that considers people and the environment.

REFUSE

Don’t use a material or buy a product if you don’t need it or if it’s bad for people or the environment.

EXAMPLES IN EVERYDAY ACTIONS

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Always look for ways to improve your habits and sustainability oriented ac ons.

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When buying, do not accept new bags, bring your own bag and use it.

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Make a proper user of water.

Use only the lights we actually need.

Buy local food to reduce the usage of fuel and other resources.

Unplug devices if you finish charging them or if you are not using them.

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REDUCE

Cut down the amount of material and energy you use as much as you can.

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REUSE

Use a product several mes or make it into something else with all or parts of it.

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Avoid using plas c bo les, straws, and plas c bags and reuse them many mes.

RECYCLE

Reprocess a material or product and make something else.

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Recycle paper, cardboard, and glass and all possible resources.

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REPAIR

When a product breaks down or doesn’t work properly, fix it.

Before thinking about buying new clothes, bikes or toys, consider repairing the ones you have.

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VIDEO’S TITLE ( click on tle to play)

How To Reduce, Reuse, and Recycle in your everyday life!

Video Resources

What YOU Can Do About Climate Change

Reduce, Reuse, Recycle

Suggested methodology Check the following link to help yourself with methodologies to teach kids about Climate

Change h p://climatekids.nasa.gov/climate‐change‐meaning/

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CLIMATE S MART A GRICULTURE L ESSON

Topics t hat w ill b e t aught

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Soil structure.

Environmental threats affec ng crops and agriculture.

Methods of climate smart agriculture.

A er t his l esson s tudents w ill be a ble t o

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Iden fy the environmental problems of their surroundings.

Understand the importance of growing crops using a smart agriculture model.

Be aware of the richness of Vincen an soil.

Recognize the economic importance of smart agriculture.

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Lesson O bjec ve Understanding t he i mportance o f m aking a c orrect management o f t he s oil, t he d ifferent m ethods o f climate s mart a griculture a nd t he b enefits o f u sing them i n S aint V incent

Lesson c ontents Concepts a nd d efini on A farming system that can be used to ensure food produc on for us and future genera ons, as a response to climate change.

Suggested methodology ●

Start the class making a brief summary of last lesson of Climate Change Adapta on and how adap ng to climate change varies our habits, including ea ng habits and the crops

that we grow. ●

Then write down the defini on of Climate Smart Agriculture on the board.

Climate S mart A griculture m ain g oals a) Increase agricultural produc vity and income in a sustainable way. b) Adapt and build resilience to climate change. c) Reduce or remove greenhouse gas emissions.

VIDEO’S TITLE ( click on tle to play)

Understanding Climate‐Smart Agriculture

Video Resources

Climate‐Smart Agriculture in Ac on

FAO Policy Series: Climate Smart Agriculture

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Soil i s t he h ouse o f t he p lants ( soil s tructure) The soil has and needs the following components: ●

Water: w hat every living thing needs. It is the blood that takes the nutrients around inside the plant so it can live.

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Nutrients: t he food and vitamins for the plants.

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Air: s mall par cles that create cavi es in the soil where nutrients and water can go through.

THE B ALANCE W ITHIN T HESE T HREE ELEMENTS N EEDS T O B E K EPT I N O RDER T O MAKE S URE T HAT P LANTS S URVIVE

VIDEO’S TITLE ( click on tle to play)

Let's talk about soil

Video Resources

Why is soil so important?

How To (Literally) Save Earth

Threats t hat c an b e h armful f or a griculture a nd c rops ●

Floods and landslides: having excess of water in the soil.

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Droughts: h aving lack of water in the soil.

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Pests and weeds: P ests and weeds are the diseases for the plants.

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Loss of nutrients in the soil (soil degrada on): this means that the plant does not have food or vitamins to survive.

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Landslides (erosion): a reas where the soil has no crops or trees and therefore is exposed to rain, storms and winds that will cause the landslides. It can also be that crops or trees don’t have long/strong roots, so the soil is very loose and vulnerable, like the banana trees. The roots can be compared to the walls of the house which is the soil and the land slide is like losing the walls.

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Suggested methodology 1. Make a chart on the board to talk about all the threats and the problems they bring:

Threats

Problem

Floods and landslides

Washes away the crops, the soil and the nutrients.

Droughts

Lack of water in the soil.

Pest and weeds

Pests and weeds are the diseases for the plants.

2. Analyze with the class each threat and possible solu ons and benefits, fo cus on the three Climat e Smart Agriculture solu ons and their benefits.

Solu ons of Climate Smart Agriculture

Threats

Benefits

Floods

Crops in steps or terrace farming.

Retains the water, keeping the nutrients in the soil, avoiding run offs of land, and keeping the balance of rainwater in the soil and in the rivers.

Droughts

Growing crops either in the rainy season, place the crops near rivers, or having irriga on.

Ensures food produc on even in dry seasons.

1.

Loss of nutrients in the soil (soil degrada on)

Landslides (erosion)

Pests and weeds

Crops in steps or terrace farming

2.

Intercropping

3.

Crop rota on

Crops in steps or terrace farming.

1.

Intercropping

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Crop rota on

3.

Growing flowers

ENVIRONMENTAL EDUCATION LESSON GUIDE Richmond Vale Academy

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The nutrients are kept in each step of the crop.

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Benefits for the soil, efficient use of space, being resistant to weeds keep the balance of the nutrients the plants might need.

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Restore nutrients of different species by changing the crops.

Keeps the structure of the soil, avoiding the landslides and keeping the nutrients. ●

Efficient use of the space, not enabling the growth of weeds and in case there is a pest, it would not affect all the crops, just one.

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If the crop is changed by a root crop, the pest will disappear.

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The flowers will be a acked by the pests before the food crops so that will give some me to react and save the other plants.

3. Talk about some conclusions in the c lass, such as: ●

Implemen ng Climate Smart Agriculture will ensure the food produc on for us and the future genera ons.

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Implemen ng Climate Smart Agriculture will be a solu on against threats that can affect crops.

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Climate Smart Agriculture is a way to strengthen biodiversity, this means that we will have more variety of food and furthermore plant species will be more resistant to climate change.

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Climate Smart Agriculture is a way to be prepared for climate change, as well as the impact of threats.

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ECOTOURISM L ESSON

Topics t hat w ill b e t aught ●

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Differences between regular tourism and ecotourism.

Characteris cs of ecotourism.

Explana on of conserva on of nature, protec on of bio‐cultural diversity and sustainable community development.

Benefits of implemen ng ecotourism in Saint Vincent.

A er t his l esson s tudents w ill be a ble t o

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Explain the main characteris cs of ecotourism.

Understand the environmental, economic and social importance and benefits of ecotourism for Saint Vincent.

Iden fy the main eco touris c places in St. Vincent.

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Lesson o bjec ve

Increase s tudent’s a wareness a bout t he p oten al o f S aint Vincent a s a n a ppealing e co t ourist d es na on a nd t he benefits t hat t his w ill b ring t o t he c ountry

Lesson c ontent Defini ons ECOTOURISM ●

CONVENTIONAL TOURISM

Primary schools: r esponsible travel to natural places, without harming the environment.

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Secondary schools: “ responsible travel to natural areas that conserves the environment, sustains the well‐being of the local

Is the ac vity of traveling and visi ng places.

people, and involves interpreta on and educa on". (The Interna onal Ecotourism Society, 2015).

Types o f t ourism

There are many types of tourism.

Ecotourism is a kind of responsible and nature‐based tourism .

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Main e lements o f e cotourism

Differences b etween e cotourism a nd r egular t ourism ECOTOURISM ●

Focuses on the protec on and conserva on of the environment.

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Accommoda on: surrounded by nature.

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Sharing with local communi es.

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Includes environmental educa on.

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Elements that you can find in ecotourism: mountains, waterfalls, gardens, nature reserves, local communi es and their tradi ons.

Examples ● La Soufriére ● Trinity Falls ● Dark View Falls ● Falls of Baleine ● Vermont Nature Trail (Parrot Trail) ● Cumberland Nature Trail ● Botanical garden ● Owia salt pond

CONVENTIONAL TOURISM ●

Focuses on a rac ons and entertainment.

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Accommoda on: surrounded mainly by buildings.

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Doesn’t involve sharing with local communi es.

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Doesn’t include environmental educa on.

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Elements that you can find in regular tradi on: big ci es, buildings and architecture, historical monuments, restaurants, shops.

Examples ● Brandenburg gate ● Germany ● Plaza de Bolívar, Colombia ● The Forbidden City, China ● London Bridge, England ● Eiffel Tower, France ● Statue of Liberty, United States ● Corcovado, Brasil

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VIDEO’S TITLE ( click on tle to play)

What is ECOTOURISM? What does ECOTOURISM mean?

What is Ecotourism?

Video Resources

Responsible tourism defini on

What is ecotourism?

Suggested methodology

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Make the map of Saint Vincent and the world and paste the different touris c places on it.

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What do all the ecotourism places we just men oned have in common?

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What do all the conven onal tourism places we just men oned have in common?

Benefits o f e cotourism ●

Conserva on by taking care of natural places and preven ng the decay, waste or loss of the natural areas.

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Protec on of bio‐cultural diversity: keeping the environment for flora, fauna and ethnic groups in natural condi ons, preven ng the human footprint from damaging na ve species.

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Sustainable community development: adjus ng to meet the social and economic needs of its residents while preserving the environment’s ability to support it.

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FINAL LESSON In this session prac cal work will take place and students will share the appren ceship using an interac ve methodology. In addi on, kids will have a short evalua on in which the traceability of learning can be recorded.

Suggested methodology ●

Primary schools: Chart with the lesson‘s name so students can draw what they liked the most from each lesson, see Appendix 1.

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Secondary schools: W ri en exam, see Appendix 2.

Appendix 1

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Appendix 2

ENVIRONMENTAL EDUCATION LESSONS FINAL EXAM Name _______________________________________ Date ____________________

SECTION 1 – BIODIVERSITY 1) Give a defini on for Biodiversity. (2 marks) _________________________________________________________________________________________ _________________________________________________________________________________________

2) Match Column A with the correct pair from Column B. ( 3 marks) COLUMN A COLUMN B Ecosystem Shape, color, gender, size, habitat Genes Dog, coconut tree, jelly fish Species Terrestrial and aqua c

3) Circle the correct answer. (1 mark) Green frogs eat brown crickets to survive. The brown crickets suffer a disease which wipes out the en re species. Green frogs then eat green crickets to survive. This process is called: a.

Evolu on b. Adapta on c. Food chain

4) Write down two examples of natural threats and man‐made threats to biodiversity. (2 marks)

NATURAL THREATS MAN‐MADE THREATS 1.___________________________ 1.___________________________ 2.___________________________

2.___________________________

SECTION 2 – CLIMATE CHANGE 1) Please give a defini on for Climate Change. (2 marks) _________________________________________________________________________________________ _________________________________________________________________________________________

2) Which of these contains the three main indicators of climate change? Please circle the correct le er. (1 mark)

a.

Less rainfalls, more pests and global warming. b.

Extreme changes in weather, ex nc on of species and lack of food in the world. c.

Global warming, extreme changes in weather and changes in the sea levels.

3) Please give three examples of different climates from around the world. (3 marks) 1. ________________________________________________________________ 2. ________________________________________________________________ 3. ________________________________________________________________

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1) Write in front of each statement if it is true (T) or false (F) Reasons for climate change due to human ac vity (2 marks) ( ) Burning fossil fuels ( ) Increase of global transporta on

( ) Using solar energy ( ) Using geothermal energy

SECTION 3 – CLIMATE SMART AGRICULTURE 1) Please give a defini on for Climate Smart Agriculture. (2 marks) _________________________________________________________________________________________ _________________________________________________________________________________________ 2) Which of the following makes up the largest component in soil. (1 mark) Water Air Mineral Par cles Organic Ma er

3) Name the three methods of Climate Smart Agriculture, as discussed in the lesson. (3 marks)

1. ________________________________________________________________ 2. ________________________________________________________________ 3. ________________________________________________________________ 4) Of the 3 Climate Smart Agriculture methods, select the method that would best protect against droughts. (1 mark) _ ______________________________

SECTION 4 – ECOTOURISM

1) Please give a defini on for Ecotourism, remembering the 3 important aspects. (2 marks) _________________________________________________________________________________________ _________________________________________________________________________________________

2) Give 3 examples of famous tourist sites that were discussed in the lesson. (1 mark)

1. ________________________________________________________________ 2. ________________________________________________________________ 3. ________________________________________________________________

5) Circle all of the ecotourism sites that can be found in Saint Vincent. (3 marks) Dark View Falls Kingstown Owia Salt Pond Trinity Falls Botanical Gardens Vermont Nature Trail Pe t Bordel Layou Beach Front Falls of Belaine

6) Write in front of each statement if it is true (T) or false (F)

Benefits of ecotourism (3 marks) ( ) Increase of imported food ( ) Genera on of income for local communi es ( ) Protec on of biodiversity and nature ( ) Sustainable community development ( ) Construc on of worldwide hotel chain

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Website: www.richmondvale.org

Phone: 4 5 8 2 2 5 5 / 4 9 2 4 0 5 8 info@richmondvale.org

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