Connect, Present, Reflect

Overview

In this final lesson of Harnessing Wind: Malawi in Miniature, students complete and communicate a collaborative cardboard scene showing how William’s windmill brought power to his family home. They test construction and movement, explain artistic choices, and reflect using the class values of Manaaki, Aroha, Niwha and Atamai.

Learning intentions

• WALT combine models, materials and visual details to communicate a real-life story.
• WALT use testing and feedback to improve structure and movement.
• WALT present our ideas clearly and respectfully.
• WALT reflect on how our choices show Manaaki, Aroha, Niwha and Atamai.

Success criteria

• I can include a windmill, house, weathered landscape and visible power connection.
• I can make the windmill stand securely and the blades rotate smoothly when blown on.
• I can use texture and colour to communicate the setting.
• I can explain how my visual and construction choices connect to William’s story.

Curriculum links

• Developing practical knowledge in the visual arts through constructing, joining, balancing and testing models.
• Developing ideas by selecting materials, textures, colours and forms to communicate a meaningful story.
• Communicating and presenting artwork for an audience, using visual and spoken or written explanations.
• Responding to and reflecting on artwork by giving specific feedback and evaluating decisions, improvements and outcomes.

Lesson structure (60 minutes)

1. 0–5 minutes – Reconnect with the story and task Open with the hook and learning intentions. Remind students that the completed model should show not only what the windmill looks like, but how it changed life for William’s family. Ask: “What must a viewer notice first, and how will they know the windmill provides power?”

2. 5–10 minutes – Plan the final scene Place students in their existing groups of two or three, forming approximately five groups. Distribute the model self-check and reflection rubric and ask each group to identify one priority before building: connection, stability, rotation, landscape detail or storytelling. Briefly demonstrate safe ways to attach string or wire from the windmill to the house without blocking important visual features.

3. 10–28 minutes – Finish construction and visual details Groups complete their cardboard scenes, position the weathered windmill and house, and connect them with string or wire to represent electricity-grid routing. They add landscape features such as dry ground, rocks, paths, plants, fences or other relevant details, using texture and colour purposefully. Circulate and conference with groups using questions such as: “What does this texture tell us?” and “How does the viewer understand the power connection?”

4. 28–38 minutes – Test, adjust and record evidence Each group tests whether the windmill stands independently and whether the blades rotate smoothly when blown on. Students use the rubric to record what worked, then make at least one improvement to structure, mechanics or storytelling. Encourage them to test more than once and explain changes using evidence, for example, “We widened the base because it tilted during testing.” Return to the testing and improvement prompts for the two-minute challenge: improve one feature before presenting.

5. 38–50 minutes – Prepare and share presentations Groups choose a presentation format: a one-minute oral explanation, a labelled display card, a short recorded video, or a partner presentation. Their explanation should identify the windmill, house, power route, landscape choices and one construction decision. Use the presentation prompts and audience expectations to remind students to speak clearly, listen respectfully and show Manaaki and Aroha when responding.

6. 50–57 minutes – Gallery walk and peer feedback Display the models with enough space for viewers to move safely. Students visit several scenes, observing silently first and then giving feedback using the sentence starters: “I notice…”, “This communicates… because…”, and “One question I have is…”. Students may use their rubric to record one strength and one helpful suggestion for their own group.

7. 57–60 minutes – Reflect and close Groups complete the final rubric reflection and share one sentence with the class: “Our strongest choice was… because…” or “If we had more time, we would…”. Invite students to identify where they demonstrated Atamai through problem-solving and Niwha through persistence. Collect the rubrics as evidence of learning.

Resources

• Completed cardboard windmill and house components from previous lessons.
• Cardboard bases and display surfaces.
• String or flexible wire for electricity-grid routing.
• Glue, masking tape, scissors and hole punches.
• Paint, crayons, pencils, fabric, paper, sand, twigs and other texture materials.
• Small fans or student breath for testing blade movement.
• Connect, Present, Reflect slide deck
• the model self-check and reflection rubric
• Optional device for groups choosing a short video presentation.

Assessment

• Observe each group’s construction process, cooperation, safe tool use, testing and response to problems.
• Use the self-check rubric to assess structure, mechanics, texture and weathering, landscape, visible power connection and visual storytelling.
• Listen to presentations and reflections for clear links between artistic or construction choices and William’s story. Note evidence of Manaaki, Aroha, Atamai and Niwha.

Differentiation

• Provide a visual checklist, modelled example and colour-coded labels for windmill, house, landscape and power route. Offer pre-cut string or wire and adult support with joining or balancing.
• Allow students to present orally, through a labelled display card, video or partner presentation. Provide the sentence starters in print and rehearse explanations with a partner.
• Support EAL learners with picture prompts, gesture, key words such as wind, power, home, route and landscape, and permission to draw before speaking.
• Extend confident learners by asking them to redesign one feature to improve structural performance or storytelling, then justify the change with evidence from testing.

Extension

Redesign one feature of the model, such as the blade angle, base, power route or landscape arrangement. Test the original and revised versions, then present a brief evidence-based explanation of which version communicates the story or performs more effectively.