Sustainable Tourism/Resources/Lesson Plans 1-8

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Lesson 1


  • Introduce yourself and the topic
  • Ask students to introduce themselves - icebreaker
  • Take the students through the wiki and blog

Task 1

In groups and using their desks to write on - complete the following:


What is tourism?

What is sustainability?

Combine descriptions and take a photo (post to blog)

Open blog to watch youtube below:

Sustainability 3minutes

We will be looking at Sustainable Tourism from a: community, educational, societal, economic and environmental perspective (within a tourism context).

On a piece of butchers paper start to write some sustainable termsItalic text

Look at some terms to do with sustainability: (also on blog)

  • A renewable resource is a resource which is replaced naturally and can be used again. Examples are: oxygen, fresh water, solar energy, timber, and biomass. Renewable resources may also include goods commodities such as wood, paper and leather
  • Nonrenewable energy resources, like coal, nuclear, oil, and natural gas, are available in limited supplies. This is usually due to the long time it takes for them to be replenished. Renewable resources are replenished naturally and over relatively short periods of time
  • carbon emissions
  • carbon trading
  • CO2 offsets
  • carbon dioxide
  • carbon footprint
  • climate change - we will be looking at next week

glossary of terms


As a class watch the following videoDaintree taking notes as you go to answer the following question

  • What are some of the sustainable features you recognize? and what makes them sustainable?
  • World Heritage site (rainforest), natural setting (eco lodge), cultural walk, aerial walkway (protects plants), educational (audio interpretation), ice cream (local products used), close to wildlife


  • find me two more resources like the Daintree video and put the link up onto the blog with a two-four sentence explanation

Last 15 minutes of lecture - Expectations exercise - there for themselves, for each other and of me (also my expectations of them)

Lesson 2

Climate Change

Plan for the future because this is where you are going to spend the rest of your life - Mark Twain

Reading: "Generation"

Thank students for joining and posting on the blog - remind them it is part of their assessment requirements - look at assessments.

Climate Change

Climate change short video (3m)

Climate Change slideshow

Impacts of climate change

Form 5 groups - ask what tourism activities, attractions etc would the world lose if these destinations did not exist anymore

Carbon footprint

Block of cheese analogy

Reading: Generation Y not

Exercise - what are you going to do to reduce your carbon footprint. Lets write down some suggestions (on board) now create a challenge for yourself and post it to the blog. At the end of the course will see how this went.

Lesson 3

Topic this week

Governance (need to explain what this is in business and sustainable concept)

International Organisations

In groups of (3) look at the following organisations:

  • PATA
  • Tourism Concern
  • Global Sustainable Tourism Council

and answer the following questions for presentation - Who are they?, where are they, what are they, one particular sustainable project involved in, when were they formed and what is their branding - name, colour, design and slogan

NZ organizational chart??


Kaikoura District Council

Kapiti Coast District Council

Divide into two groups give each group one casestudy to read. Ask them to find a NZ tourism organization eg. regional or district council doing similar sustainability work - post to the blog.

Next week: Lynn guest speaker - Vietnam and Cambodia (then work to do will be posted to blog)

Following week Anniversary day so class on Friday - check you timetables

Lesson 4a


Princess line - environmental responsibility

Introduce cruising the ask students to write down what would motivate them to take a cruise and did they have any idea where

  • go through blog
  • ask students what products and services available for cruise passengers in Dunedin
  • Split students into 2 groups / one group takes environmental impacts and the other take economic impacts (15 minutes) report back
  • Show students the cruise ship powerpoint
  • Ask students to compile a set of questions to ask on the cruise ship - not just about sustainability (remind them to take them with them on visit)

Lesson 4b

Debrief on Cruise ship visit:

Reflection: (ask students if they had any thoughts on visit)

Carlo was correct in his description of "military culture" hierarchy eg. uniforms, tabs for rank, quarters divided by rank - rooms with different coloured doors.

Strong theme of community, family - many ethnicities on board where this was the norm eg. living together in an extended family, cramped living quarters, eating together, better chance of earning good income, more gender equality?

Difficulties for us - not used to length working hours(or more so the breaks eg. 2 hrs in middle of day) not used to 7 days continuous work for period of 6 months. Would need to get used to not going to beach or park or green areas when we wanted to. No second language skills. No really used to hierarchy - flatter organisational structures.

We have a good life - don't need to go on a ship to travel the world - tend to do this on our own.

Added to cruise post (Alaska link)

Eco Tourism

Blog posting - draw diagram umbrella sustainable tourism - with responsible tourism, green tourism, ethical tourism, ecotourism split into groups see if they can find an example of the first three

Talk about Eco tourism - 3S tourism, Adventure Tourism, Alternative Tourism


Aim: What makes an eco resort "eco"

Poster - with stickies and drawings

Provide a background description of the Treetops Lodge; its location and environs

  • Who are its clients?
  • what facilities does it offer?
  • Describe the resorts unique environmental/heritage features and how have these been recognised?
  • Are there any unique cultural features? and how have they become part of the resort experience?
  • What are the educational features included in the resort stay?


Recap on Tuesdays class - Eco Tourism (ask students to discuss their poster)

Eco/sustainable practices: education - wildlife, local food, appreciating the environment (first) the activity second, cultural aspects(history/heritage), energy conservation (building, power source etc)


Complete: Presentation activity (5 slides)

Create a slideshow using one of the organisations below - must answer determining how these organisations "walking the talk" of sustainable/responsible tourism

  • Intrepid Travel
  • IATA


Present to class - load onto blog

  • tag presentations

Lesson 5

Significance of Maori Tourism

Presentations from last week

Maori culture - second most reason tourists come to NZ (first landscape)

Maori Tourism 4.57m

Tourism New Zealand (Maori Culture)


Provide student with a target market; Australia, China, UK, Germany, US, India, South Korea, Canada, Thailand

Ask them to match the tourist with two Maori tourism experiences you think they would enjoy - describe the experience and why you thought your group of tourists would enjoy them.

Resources: use the Tourism NZ Corporate website (market and stats tab/market/infographics) info graphics to help define your choice

Lesson 5a

Going to look at Maori Tourism and Ngai Tahu in particular from a sustainable perspective: Put definition of sustainability on board - "Development that meets the needs of the present without compromising the ability of future generations to meet their own needs" (Brundtland, 1987)

Treaty of Waitangi - (3P's) Protection, Partnership, Preservation

6 Values of Ngai Tahu:

  • Whanaugatanga - family
  • Manaakitanga - looking after our people
  • Rangatiratanga - leadership
  • Kaitiaktanga - stewardship
  • Tikanga - appropriate action (right way)
  • Tohungatanga - expertise

  • I am Ngai Tahu - website (values) sustainability

Activity: Ngai Tahu the business

1. Firstly get students to draw organizational structure

2. then split into groups (4) they are to write about each holding

3. then split students into (2) groups Shotover Jet and Kaikoura Whalewatch

4. students to put their business under the correct part of the organizational structure

5. Play video for Shotover Jet

6. Ask Shotover group to draw on another table (or same one if room) the organizational structure for the Shotover group

7. Same for Kaikoura Whale watch

8. Also what is their core business

9. Ask students to find examples of values within their casestudies

Tikanga - the right way

Kaikoura Whalewatch

Kaikoura ecotourism business - 6 years old

  • look at how values are represented in video
  • indirect businesses - the multiplier effect

  • [1] Ngai Tahu Tourism - video 11mins

Assessment: Poster

Students to choose what enterprise they want

Lesson 5b

Funnel Model

Declining ecosystem (Great Barrier Reef)

Marine Resources


Community and Education

Cycle trail

  • Trip Advisor

Sustainable Travel International carbon offsets follow site through to

Tirol Austria covers both points above

Ask students to read - come back with a short presentation on the topic and to show evidence of how values could be applied to casestudy.

Lesson 5c

Accreditation and Certification

  • slideshow - handouts

Both Feet Walking Ecolodge - look for sustainable features

Look at two certification providers


These are all Carbonzero certified companies - look for sustainability features that went towards their certification

Work for next Monday - self directed

Each of you look for a qualmark certified tourism enterprise and have a small presentation ready to present to class the following Friday.

Lesson 6

Challenges for tourism

Look at challenges faced by sector

  • changes at global level and domestic level (ask students to comment)

Sustainable tourism - use to further points under challenges section in wiki

link to Strategy 2015

Homework - Complete task on blog

Ask students to bring an article they consider to be sustainable to class next week and be ready to explain why?

Lesson 6

Assessment - Poster

Sustainability - Destinations - Attractions

Post already on eco tourism in Thailand - Watch this (please comment - 5 minutes) at least two sentences

Activity for students in class

Ask students to choose a destination look at how it is operating sustainabley - put into short powerpoint (3 slides) then upload to blog

After holiday break will be looking at sustainable practices in tourism businesses

===Destinations ==-

  • Newspaper article - show your own and ask students to present their own articles

  • Activity - choose a destination - describe what it is doing towards sustainability - then see if you can find another resource from another source eg. youtube, slideshare, flickr another blog - wordpress, blogger to support this.
  • Is there anything really unique that we could put onto the blog.

Show a few in class.

  • Go to OP website and sustainability - framework incorporation of sustainability into organisation.

Split students into groups and ask each to report back on four key priorities. OP's Wanaka based - Centre for Sustainable Practice - Worked with ZipTrek Eco Tours Queenstownwho are completing a programme with the centre.

Lesson 6a

Revise: - quick test

  • what is sustainable tourism? (refer to wiki for answer) The United Nations World Tourism Organisation defines sustainable tourism as tourism that meets the needs of present tourists and host regions while protecting and enhancing opportunity for the future.
  • what are the two maori values closely linked to sustainable tourism (Tourism NZ Strategy 2015)manakitanga, kaitiakitanga and a one word description
  • name three NZ businesses and one international business which you believe operates sustainably - Awaroa Lodge, Air New Zealand, Shotover Jet, Kaikoura Whalewatch (Coast Cornwall, Wolgan Valley Resort)
  • provide two examples of why you think this

Now - After the holidays - check if students have done the above task of finding a sustainable destination (if they haven't then they can do this leave the last hour of class for them to do this)

Refresh yourselves with where we were up to on the wiki "Sustainable Tourism" down to "Partnerships"

Ask students to form groups of three (put notes on board)give them one of the organisations below and ask - what is the role (from a sustainable perspective) do they have a vision, mission statement, strategies around this (give them 15 minutes) then ask random students to write what they have found on the whiteboard:

  • TIA
  • Ministry of the Environment
  • Tourism Ministry of Economic Development
  • Qualmark
  • DCC


Ask students to look at post on the blog - ready to discuss next week

Lesson 7

Take a look at what a group of young New Zealand students were able to complete after one week in the field

Look at presentations on the blog; have they been created in slideshare? Are they interesting, factual and correct? Have they been referenced?

Refer to blog: CarbonZero - Wolgan Valley Resort & Spa

There are certification schemes which help organisations do this. Take a good look around this site and we will discuss your findings in class We will also look in more detail at Wolgon Valley Resort and Spa, Australia . In the meantime can you also find some other organisations (globally) which are trying to offset their CO2 production eg. airlines

website & Youtube

Fact Sheet

In pairs - complete the activity and bring to class next week

Also complete the exercise on the blog - for next week as well.

Lesson 7a

Eco Tourism/Responsible Tourism perspective Look at Zealandia and Orokonui - watch video

  • preservation of natural habitat, flora and fauna
  • role of the vounteer/trusts

NZ Tourism project - involves regional tourism organisations


Business Responsible Tourism

Qualmark accredited places Choose an area from this site and write a paragraph on it on the blog.


Look at one of these organisations and describe what they are doing in the way of sustainable practice

  • Royal Albatross Colony
  • Sky City
  • Te Papa
  • Waimangu Volcanic Valley

Lesson 7b


refer to activity


Lesson 7c


Lesson 7d

Future focus - refer to lesson 11

Lesson 8

George Hickton introducing Qualmark Enviro

Introduce Qualmark Responsible Tourism Guide and checklist

Divide urls on pg 13 amongst students then ask them to present these back to class - on

  • greenbiz - 2 items from the latest news session
  • green office- take us through the green office guide eg. find some examples
  • Enviro-mark - take us through the Booker-spalding casestudy
  • tourism strategy- look at outcomes, explain and provide a NZ example of a business doing this
  • TIA explain the strategy

On the whiteboard draw the 6 places of Responsible Tourism - the 3 R's (reduce, reuse, recylce) and the 5 key areas that are part of the Qualmark RT initiative.

  • you will complete a test on this

Show student Taupo Bungy management philosphy - Taupo Bungy

Qualmark Guide (in course drive) Going to have to read about the 5 key action areas in the guide - before you can do the activity

  • Activity "Evidence"

(students can have a self-directed class to complete this)

Make sure students check the blog and ensure that their contributions are up to date

Lesson 9

Students are to bring Brochures (Evidence) to class and present them

Case study: Dive Tutukaka - assessment

Lesson 10

Quick Test - Responsible Tourism Booklet

Guest speaker - Cathy Price

Lesson 11

Community & reflection (on the blog)

Look back at NZ strategy and outcomes - are they being implemented??

Outcome 4 - Community

"The tourism sector and communities work together for mutual benefit" How will they do this -

  • The tourism sector is an active partner in planning and managing our communities
    • working with community boards and councils eg. district plans
    • regional tourism - Tourism Dunedin, destination-management - (DCC), TIA - tour operators

  • Local authorities understand the benefits tourism offers and lead destination-management and planning initiatives
    • I-sites, regional tourism organisations (Tourism Dunedin)yesterdays ODT - glass box outside conference building

  • Tourism decision -making by local government, communities, iwi and the tourism sector is informed by high-quality research
    • capacity issues DOC,regional councils (Milford Sound), impacts on communities (railtrail - cycle paths)

  • Regions and communities preserve and promote their local culture and character and incorporate this into all aspects of the visitor experience
    • What is Dunedin's? Queenstown

  • Core infrastructure and facilities are appropriately funded
    • Dunedin Stadium, new roading, funding models kept up to date


  • Biosphere experiment
  • Polytechnic gardens
  • Railtrail

Lesson 12

Hand out tests and take students through them

Future Focus - go through the wiki.

On a more local level

Slideshow - Sustainability - Future Focus (red pen drive)

Question: how far do you think tourism will have moved in ten years time 2022. (give students 10 minutes to think about this and write down some notes)

The final session next week can be used to complete the Dive Tutukaka activity

Lesson 12a

Play link - Richard Branson -

Put Posters on Wall - great job guys!

Test: Out of 20 must get 50%

No class next week (Queens Birthday)

Lesson Plan

Lesson in two parts:

Part 1

Values: Sustainability more than just 4 R's - go over some of the aspects

Tirol Austria

Accorstudent blog posting from another course

Scandic Hotels - Powerpoint PDF in ST Diploma folder (SWOT to look at)


G Adventures and Planeterra

Founder: find out some more abou him

What is the link between the two organisations

What is the aim of G Adventures What are their products

What is the aim of Planeterra What are their products

Group - Choose a project and present back to class - put on blog

What does calling yourself a "social enterprise" mean

Part 2

future of tourism

Following week last class - looking at future of tourism from a sustainability angle required

how far do you think tourism will have moved in nine years time 2024. (give students 3 minutes to think about this and write down some notes)

See if you can find me something really futuristic and put it on the blog

Revision for test

  • revise the sustainable practices of two enterprises studied
  • go over your notes on eco lodges (look at the posters)
  • revise your Ngai Tahu enterprises - especially around core values
  • think about what sustainability means
  • be able to provide examples of practices and enterprises