Trip to Rotorua

Overview

Today’s class develops interpersonal skills and decision-making while planning a realistic road trip to Rotorua (including a camp overnight). Students will research a simple budget, choose stops (including luge and geothermal areas), and propose strategies to keep costs within a set limit while still supporting hauora for everyone.

Learning intentions

Students will:

• demonstrate understanding of strategies that enhance hauora by describing how a planned trip supports wellbeing for the group (using relevant underlying concepts)
• participate in decision-making by identifying factors and anticipated consequences for trip choices in relation to hauora
• plan and justify a budget solution for transport, accommodation, food, and activities (with cost control strategies)

Success criteria

I can:

• identify and describe hauora-enhancing strategies for a group road trip, linking them to an underlying concept
• describe a proposed trip plan and explain how it responds to factors and consequences for hauora
• create a budget and present a solution that keeps spending within a limit while maintaining a fun, safe experience for everyone

Curriculum links

• AS92011: Demonstrate understanding of strategies that enhance hauora (identify/describe strategies and explain how they enhance hauora using examples; link to attitudes and values, health promotion, or socio-ecological perspectives)
• AS92009: Demonstrate understanding of decision-making in a health-related situation (describe factors and consequences; propose a decision in relation to hauora)
• The New Zealand Curriculum Health and Physical Education: build knowledge to support hauora and make informed choices affecting wellbeing

Lesson structure (50 minutes)

1. 0–5 min · Hook (Group wellbeing). Teacher displays three short scenarios about planning a shared trip (e.g., someone overspends; conflict over activities; safety rules ignored) and asks students to choose which would hurt group wellbeing most. Students discuss in pairs and share one reason.

2. 5–10 min · Quick model: “Budget decisions = hauora decisions”. Teacher explains that decisions about cost, activities, and rules affect hauora (physical, mental, emotional/social). Teacher introduces today’s task: plan and budget a Rotorua trip with luge + geothermal areas and an overnight at a camp ground. Students restate the task in their own words.

3. 10–18 min · Interpersonal skills: planning roles and communication. Teacher models 3 planning moves: respectful turn-taking, checking understanding, and conflict-friendly language (“I’m concerned because…”, “Could we…?”). Students assign roles in their team of 9 (e.g., budget lead, research lead, safety/hauora lead, presenter). Teacher confirms each role.

4. 18–28 min · Research sprint (cost inputs). Teacher provides an offline “cost sheet pack” template with starting prompts (transport options, camp-ground accommodation estimate, meal cost ranges, luge ticket price range, geothermal tour/entry estimate). Students use calculators to record costs in the budget template and list any missing info they need (e.g., number of nights, meal counts, group size). Teacher circulates, prompting students to capture assumptions clearly.

5. 28–38 min · Decision-making: factors and consequences (hauora lens). Teacher gives the class a fixed spending limit (set beforehand by teacher; example: “Total budget must be under $___ for the whole group”). Students identify 4–6 factors that affect the decision (personal, interpersonal, societal; e.g., fairness, safety, peer pressure to do extra activities, access to facilities, time constraints, values around inclusion). For each option (keep full luge plan vs adjust meals vs choose one geothermal stop), students write anticipated consequences for hauora (short and long-term, personal/interpersonal).

6. 38–46 min · Strategy pitch: keeping costs within limit (and still fun). Teacher introduces “strategy” wording: a plan of action (e.g., set group meal budget + choose flexible menu; rotate activity order; build in rest time; use shared responsibility for behaviour and safety; plan inclusive activities so everyone participates). Students draft a solution that includes: (a) the final itinerary stops (at least luge + geothermal areas), (b) the budget totals, and (c) 2–3 strategies that enhance hauora (linking to one underlying concept such as health promotion, attitudes and values, or socio-ecological perspectives).

7. 46–50 min · Exit check (rapid presentation). Each student shares one sentence from their draft: either one factor + consequence, or one hauora strategy + example. Teacher records common strengths and one misconception to address next lesson.

Resources

• Budget template (print or digital): transport, accommodation, food, activities, assumptions, totals
• Offline “cost sheet pack” with price ranges for transport, camp ground, meals, luge, geothermal/entry/tours
• Calculators
• Role cards (budget lead, research lead, safety/hauora lead, presenter)
• Planning sheets for factors → consequences → proposed decision
• Timer and whiteboard/markers

Assessment

• Formative during research: teacher checks budget accuracy, assumptions, and clarity of missing information.
• Formative during decision-making: students’ factor/consequence notes are reviewed for relevance to hauora.
• Exit ticket/quick share: teacher listens for evidence of (1) factors + anticipated consequences and/or (2) a hauora-enhancing strategy with an example.

Differentiation

• Support: provide sentence starters for decision-making (“A key factor is… It matters because… The consequence for hauora could be…”), and a worked example of calculating meal totals for a group of 9.
• Support: allow students to use prepared categories for factors (personal/interpersonal/societal) and consequence types (physical/mental/social).
• Extension: challenge students to justify trade-offs (e.g., “If we reduce one activity cost, which strategy prevents reduced hauora?”) and to link their hauora strategies to a specific underlying concept more explicitly.
• EAL/SEN: allow responses in point form and provide vocabulary prompts for fairness, inclusion, safety, wellbeing, and decision-making language.