Queenstown extravaganza

The problem here is an “excess of riches”: there is so much to do and so little time to do it in. This is another situation where a number line could prove useful. In fact, three number lines could be used, one for each day (see an example for 1 day below). Nothing, apart from the scenic flight, seems to start before 9.00 a.m. or run after 10.00 p.m. Some of the attractions have defined starting times while others are flexible. The solutions provided by the students will vary according to taste and preference. It may be interesting to hold a discussion about energy levels and realistic goals. Students who have been to the Gold Coast in Australia may be able to inform the class of their experiences when visiting 4 theme parks over 4 sequential days.

Cross-curricular links

Social Studies

The students could, in groups, choose a place in New Zealand that is considered a tourist destination. They then identify the resources within that area that attract tourists, the ways people earn a living related to tourism, and the ways that tourists might be safeguarded. Each group could then prepare a visual display to show the relationships between the resources, the groups who utilise these resources to earn a living, and the safety strategies put in place to protect tourists. Encourage the students to use a range of information and communications technology (ICT) tools in their presentation.

Achievement objectives

Demonstrate knowledge and understandings of:

• how and why people view and use resources differently and the consequences of this (Resources and Economic Activities, level 4)
• how and why individuals and groups seek to safeguard the rights of consumers (Resources and Economic Activities, level 4)

Answers will vary.