Erupting Landscapes

Overview

In this first lesson of a 5-part drama unit, students are introduced to the Tarawera Eruption through story and carefully chosen images. They begin to notice how places can be special, dangerous, and changed by natural events, and they practise sharing ideas safely in a drama context.

Learning intentions

• WALT explore the story of the Tarawera Eruption using images and teacher narration.
• WALT use body and voice to show feelings and ideas about landscapes.
• WALT respond respectfully to classmates’ ideas using simple drama language (e.g., “I notice…”, “I wonder…”).
• WALT connect the idea of “a place matters” to their own environment through a short group share.

Success criteria

• I can talk about what I notice in the Pink and White Terraces images.
• I can show one feeling (e.g., wonder, worry, excitement) with my body and voice.
• I can contribute an idea to my group using a complete sentence stem.
• I can listen and respond respectfully while others perform or share.

Curriculum links

• Drama (The Arts): students explore roles and movement, using their bodies and voices to express meaning.
• Social Sciences (History link): students learn about a natural event of historical significance in New Zealand—Mt Tarawera and the Pink and White Terraces.
• Key competencies: using language, symbols, and texts to describe images; relating to others by sharing and responding respectfully; managing self by trying drama tasks with confidence.

Lesson structure (30 minutes)

1. 0–5 min · Welcome and hook

• Teacher shows one image of the Pink and White Terraces (printed or on screen) and tells a short, age-appropriate story introduction: “Long ago, people visited this special place… and something big happened.”
• Students do a quiet “look and point” activity: point to details they notice (colour, patterns, shapes) and turn to a partner to say one observation.

2. 5–12 min · Visual thinking + class share

• Teacher prompts: “What do you notice?” and “What do you wonder?” using sentence starters on the board.
• Students complete a 2-question worksheet (or mini whiteboard) with:
• “I notice…”
• “I wonder…”
• Teacher briefly selects 3–4 students to share, reinforcing respectful listening (“We wait for our turn; we clap softly.”).

3. 12–20 min · Drama warm-up: feelings in motion

• Teacher models 2 contrasting “body pictures”:
• Wonder/curiosity stance (upright, slow hands, soft voice)
• Worry/uncertainty stance (stillness, cautious steps, quiet voice)
• Students practise in small groups: teacher calls a feeling and students show it as a “freeze frame,” then reset to neutral.
• Quick check: teacher asks, “How did you show that feeling with your body?”

4. 20–27 min · Group micro-scene: “My special place”

• Teacher explains task: in groups of 3–4, students create a 20–30 second scene using:
• Role: “Me as a visitor” (or “Me as a child exploring”)
• Setting: their own “special place” (school playground, beach, garden, park)
• Moment: “A change happens” (not scary details—focus on feelings and safety)
• Students choose two performers:
• One shows the environment with movement (e.g., “walking carefully,” “looking around”)
• One shows the feeling (wonder/worry/excitement)
• Others contribute spoken lines using a stem: “In my place, I feel… because…”
• Teacher circulates, prompting with simple feedback: “What are you showing? What are we noticing?”

5. 27–30 min · Exit ticket: one sentence + one action

• Students complete a quick exit ticket:
• “I notice Tarawera is special because…”
• Draw or circle one feeling and write one word (e.g., wonder, surprise, concern).
• As they hand in, students do a one-second freeze showing their chosen feeling.

Resources

• Printed images of the Pink and White Terraces (one per pair if possible)
• Device/display for showing images (optional)
• Teacher short story script (simple, calm language)
• Worksheet/mini whiteboards with sentence stems (“I notice…”, “I wonder…”)
• Exit ticket slips or half-sheets
• Drama cue cards with feelings (wonder, excitement, worry, calm)
• Optional: simple props (paper “map,” scarves for “visitor,” coloured paper for “terrain”)

Assessment

• Formative during discussion: teacher observes whether students use sentence stems and provide an observation/wonder statement.
• Formative during drama: teacher checks if students can show a feeling with body and voice (freeze frame rubric-in-head: show it clearly, reset safely, listen).
• Exit ticket: teacher assesses understanding of “place matters” and students’ ability to name an observation and one feeling.

Differentiation

• Support:
• Provide sentence starters and word bank (special, different, wonder, worry, safe, change).
• Offer “choice cards” for drama feelings so students can select rather than invent.
• Allow non-verbal participation: students can point to images or perform only body movement if speaking is difficult.
• Additional scaffolds:
• Use partner talk before whole-class sharing to build confidence.
• Pre-teach or model any key words needed for the stems (notice, wonder, feeling, special).
• Extension (advanced learners):
• Ask: “What might visitors have done next?” Students add a second moment to their micro-scene (e.g., “look closer,” “help a friend,” “stay together”).
• Challenge students to use one “drama tool” clearly: bigger gesture, quieter voice, or a clear repeated action for effect.
• EAL/SEN considerations:
• Keep instructions short and visual (cue cards).
• Sentence stems reduce language load; accept gestures and single words where appropriate, then encourage gradual expansion.

Extension (optional)

• None required for Lesson 1.