Introduction
You and your team have been hired by a new youth travel company called Destination Design.
Your mission is to create the ultimate day out experience somewhere in South-East Queensland that young people would actually want to go on.
But there’s a catch…
You must:
- stay within budget
- plan realistic travel times
- choose transport
- calculate costs
- compare options
- convince others your trip is the best choice
You will need to use:
- maths
- teamwork
- creativity
- problem-solving
- decision-making
By the end of the challenge, your team will pitch your travel experience to the class.
Will your trip become the #1 travel experience?
Task
Your group will design a realistic one-day travel experience for young people in Logan and South-East Queensland.
Your team must:
- choose destinations or activities
- plan transport
- create a travel schedule
- stay within your budget
- calculate total costs
- explain why tourists would enjoy your experience
At the end of the challenge, your group will create:
- a mini travel itinerary
- a rough budget
- a map or travel route
- a short presentation or pitch
Process
💰 Step 1 — Choose Your Budget
Your teacher will assign your group one of the following budgets:
- $150 Budget
- $300 Budget
- $500 Budget
- $1000 Budget
- VIP Unlimited Budget
🎢 Step 2 — Choose Your Experience
Your group must choose:
- at least 2 activities
- transport
- food options
- optional extras
Activities may include:
- theme parks
- beaches
- concerts
- food markets
- sports events
- cultural events
- escape rooms
- island trips
- indoor activities
- nature walks
- galleries/museums
- adventure courses
- animal encounters
💲 Step 3 — Research Prices & Locations
Use the websites provided (in the Resources at the bottom of the page) to:
- compare ticket prices
- estimate travel time
- locate destinations
- compare transport options
- find food costs
- calculate total expenses
Record:
- prices
- travel times
- distances
- opening hours
- booking information
⏱️ Step 4 — Create Your Itinerary
Your itinerary should include:
- departure time
- activity times
- transport times
- meal breaks
- arrival home time
Make sure your plan is realistic.
💸 Step 5 — Calculate Your Budget
Your group must calculate:
- transport costs
- ticket prices
- food costs
- extra spending money
- total trip cost
You should also:
- compare prices
- identify best value
- look for discounts or deals
🗣️ Step 6 — Prepare Your Pitch
Prepare a short presentation explaining:
- where you are going
- why people would enjoy it
- how much it costs
- how you stayed within budget
- what makes your experience unique
🌐 RESOURCES 🌐
Experiences:
Theme Parks: Movie World, Dreamworld, Sea World
Adventure Parks: TreeTop Challenge, Happitat, Thunderbird Park, Game Over
Museums & Galleries: QAGOMA, HOTA
National Parks: D'Aguilar National Park, Tamborine National Park, Springbrook National Park, Lamington National Park
Island Trips: Moreton Island, Bribie Island, North Stradbroke Island, Coochiemudlo, Southern Bay Islands
Transport:
Evaluation
| Budgeting & Maths |
|
| Planning & Organisation |
|
| Problem Solving |
|
| Teamwork |
|
| Presentation |
|
| Realism |
|
Conclusion
Tourism planning involves much more than choosing fun activities.
During this challenge you used:
- budgeting
- maps
- timetables
- estimation
- financial literacy
- teamwork
- communication
- problem-solving
These are real-world skills used in:
- tourism
- hospitality
- event management
- transport
- business
- customer service
- travel industries
Reflection Questions
- What was the hardest decision your group had to make?
- What maths skills did you use most?
- How did your team solve problems?
- Would your trip actually work in real life?
- What would you improve next time?
🚀 Final Challenge Question
“If someone really paid for this trip… would people want to go?”
Teacher Page
This WebQuest was created as an all-day Entry Event for a PBL Unit called "Destination Design", and addresses the Australian QCAA Senior Syllabus 'Short Course Numeracy' outcomes. Students develop the numeracy skills through activities that relate to understanding and interacting with the wider community. Students use mathematics knowledge to make sense of situations in a real context for a social or personal purpose.
Syllabus objectives
The syllabus objectives outline what students have the opportunity to learn.
| 1. |
Identify and interpret mathematical information.
|
When students identify and interpret mathematical information, they extract the mathematics embedded in a contextualised task and recognise features of remembered information. They recognise relevant concepts, rules, definitions, techniques and algorithms.
| 2. |
Use and apply mathematical knowledge.
|
When students use and apply mathematical knowledge, they process problems, put into effect relevant concepts, rules, definitions, techniques and algorithms. They perform calculations with technology.
| 3. |
Communicate and represent mathematical knowledge.
|
When students communicate and represent mathematical knowledge, they use mathematical language (terminology, symbols, conventions and representations) and everyday language. They organise and present information in graphic and symbolic form. They represent the results and outcomes of mathematical process.
Specific outcomes addressed:
Number and algebra (N&A)
-
Recognise and use whole numbers, fractions, decimals and percentages.
- Use technology to complete simple calculations involving whole numbers, fractions, decimals and percentages, and where appropriate converting between equivalent forms, e.g. 20% or 1/5 of $250.
- Use and apply rates and ratios in simple situations, e.g. km/hr (kilometres per hour), $/kg (dollars per kilogram) or $/m (dollars per metre).
Measurement and Space (M&N)
- Measure, estimate and calculate time, including use of dates and 24-hour times.
- Use distance, direction, coordinates, simple scales, labels, symbols and keys using everyday maps and plans.
Statistics and Probability (S&P)
- Collect, use and organise data