First name ___________________________ Last name: ____________________________
Internal Assessment Resource
Economics Level 1
This resource supports assessment against:
Achievement Standard 90987
Demonstrate understanding of a government choice where
affected groups have different viewpoints
Resource title: Bottled water
4 credits
This resource:

Clarifies the requirements of the standard

Supports good assessment practice

Should be subjected to the school’s usual assessment quality assurance
process

Should be modified to make the context relevant to students in their school
environment and ensure that submitted evidence is authentic
Date version published by
Ministry of Education
November 2012 Version 2
Quality assurance status
These materials have been quality assured by NZQA.
To support internal assessment from 2013
NZQA Approved number A-A-11-2012-90987-01-4195
Authenticity of evidence
Teachers must manage authenticity for any assessment
from a public source, because students may have
access to the assessment schedule or student exemplar
material.
Using this assessment resource without modification
may mean that students’ work is not authentic. The
teacher may need to change figures, measurements or
data sources or set a different context or topic to be
investigated or a different text to read or perform.
This resource is copyright © Crown 2012
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Internal assessment resource Economics 1.5B v2 for Achievement Standard 90987
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Internal Assessment Resource
Achievement Standard Economics 90987: Demonstrate
understanding of a government choice where affected groups have
different viewpoints
Resource reference: Economics 1.5B v2
Resource title: Decisions and Viewpoints
Credits: 4
Achievement
Achievement with Merit
Achievement with
Excellence
Demonstrate
understanding of a
government choice where
affected groups have
different viewpoints.
Demonstrate in-depth
understanding of a
government choice where
affected groups have different
viewpoints.
Demonstrate comprehensive
understanding of a government
choice where affected groups
have different viewpoints.
Student instructions
Background information
The government is concerned about the amount of plastic bottles that are ending up in our
stormwater drains, water ways and landfills. The government are also concerned at the
amount of resources that are wasted in the production and transport of a product that is easily
accessible for free from our own taps.
The government is considering banning the sale of bottled water and forcing people to use an
alternative like tap water.
Your task is to investigate this and other options for looking after our environment and give a
recommendation to the government which option is the best use of our scarce resources.
To do this you will complete the following tasks.
1. Investigate some of the issues around bottle water and some alternatives to buying
bottled water
2. Gather information on what people think of the government option and some
alternative options
3. Look at the costs and benefits of each option and give each a weighting depending
on how important it is.
4. Rank the options depending on the weightings you gave
5. Pick the best option and justify why it does the best job of looking after our scarce
resources
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Internal assessment resource Economics 1.5B v2 for Achievement Standard 90987
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Task 1: Investigate issues and alternatives
5 reasons why people buy bottled water
3 resources needed to make bottled water
5 impacts bottled water has on the environment and people
5 alternatives to bottled water
www.goodhousekeeping.com/home/green-living/bottled-water-47091001
www.cbsnews.com/news/green-alternatives-to-bottled-water/
www.mnn.com/food/healthy-eating/stories/5-reasons-not-to-drink-bottled-water
www.gizmag.com/360-paper-water-bottle/11927?
www.youtube.com/watch?v=fZcnflfJ3u4
www.youtube.com/watch?v=_3QBZac3MSY
www.youtube.com/watch?v=CzqX83n0WMo
www.debate.org/opinions/is-bottled-h2o-a-waste-of-money-and-resources-consideringmost-communities-in-the-u-s-have-safe-tap-water
This resource is copyright © Crown 2012
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Internal assessment resource Economics 1.5B v2 for Achievement Standard 90987
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Task 2: Investigate the options for solving the problem
Identify a scarce resource or resources relating to bottled water
Describe a decision the government could make to help look after this scarce
resource
How would this decision help look after the scarce resources mentioned
above?
This resource is copyright © Crown 2012
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Internal assessment resource Economics 1.5B v2 for Achievement Standard 90987
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Task 3: Investigate view points and possible options

Find out what various groups think about the governments idea of banning
bottled water.

Find out if there is a compromise solution
Buyers of bottled water views
Possible compromise
Sellers of bottled water
Possible compromise
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Option one =
weight
Total =
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Option two =
weight
Total =
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Option three =
weight
Total =
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Task 4: Rank the options
Best option =
2nd best option =
3rd best option =
Task 5: Justify you rankings

Explain why the option you ranked best, is better than the other options.

Refer to the benefits and costs of your best option compared to the other
options

Explain the weightings you gave
This resource is copyright © Crown 2012
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Internal assessment resource Economics 1.5B v2 for Achievement Standard 90987
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This resource is copyright © Crown 2012
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Internal assessment resource Economics 1.5B v2 for Achievement Standard 90987
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This resource is copyright © Crown 2012
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Internal assessment resource Economics 1.5B v2 for Achievement Standard 90987
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-EXTRA PAPER FOR RESUBMISSIONS-
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Marking schedule
Task
1
2
Achieved
Merit
Excellence
The student demonstrates
understanding of a
government choice where
affected groups have
different viewpoints.
The student demonstrates
in-depth understanding of
a government choice
where affected groups
have different viewpoints.
The student gathers
information relating to a
government decision,
about which there is a
range of viewpoints.
The student gathers
information relating to a
government decision,
about which there is a
range of viewpoints
The student demonstrates
comprehensive
understanding of a
government choice where
affected groups have
different viewpoints.
The student contributes
actively to identifying the
limited means and/or
scarce resources,
describing the choice that
the government must
make
The student contributes
actively to identifying the
limited means and/or
scarce resources,
explaining in detail how
this affects the choice that
the government must
make.
The student identifies at
least 2 options from the
collected viewpoints for a
decision that could be
made.
The student identifies
costs and benefits for at
least 2 options, giving
evidence for each cost
and benefit.
The student identifies at
least 2 options and at least
1 compromise from the
collected viewpoints, for a
decision that could be
made.
The student identifies
costs and benefits for at
least 2 options and any
feasible compromise
option(s), giving evidence
for each cost and benefit
in sufficient depth to
allow ranking of the
options to be considered
The student identifies at
least 2 options and at least
1 compromise from the
collected viewpoints, for a
decision that could be
made.
The student identifies
costs and benefits for at
least 2 options and any
feasible compromise
option(s), giving evidence
for each cost and benefit
in sufficient depth to
allow ranking of the
options to be considered.
The student ranks the
options in a way that is
consistent with their costbenefit analysis.
The student ranks the
options in a way that is
consistent with their costbenefit analysis and
weightings
The student presents a
recommendation based on
their ranking and justifies
it, by referring to the
cost-benefit analysis.
The student presents a
recommendation based on
their ranking and justifies
it, by referring to the costbenefit analysis and
explaining the
weightings given to the
various factors
3
4
The student presents a
recommendation based on
their costs and benefits
This resource is copyright © Crown 2012
The student gathers
information relating to a
government decision,
about which there is a
range of viewpoints.
The student contributes
actively to identifying the
limited means and/or
scarce resources,
explaining in detail how
this affects the choice that
the government must
make
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