Terraces Reflection Projects

Overview

This is lesson 6 of 6 in Discovering the Pink and White Terraces. Students synthesise their learning about Te Tarata and Te Otukapuarangi, including their formation, significance, destruction, rediscovery and cultural connections, then create and share a reflective project.

Learning intentions

• WALT explain important knowledge about the Pink and White Terraces.
• WALT show how the terraces were significant to people, place and identity.
• WALT make personal connections while respecting Māori perspectives and mātauranga.
• WALT communicate ideas clearly through a creative project.

Success criteria

• I can include accurate information from the unit.
• I can explain why the terraces were important to tangata whenua and New Zealand.
• I can include a thoughtful personal or group reflection.
• I can present my ideas clearly and respectfully.

Curriculum links

• Understanding how people and communities interpret and respond to places and environments.
• Understanding how people participate individually and collectively in social, cultural and environmental activities.
• Exploring the relationship between people, place, identity and belonging.
• Communicating ideas, using evidence and recognising different perspectives.

Lesson structure (45 minutes)

1. 0–5 minutes – Reconnect with the unit Open with the opening image and unit recap. Show an evocative image or artistic representation of the terraces and ask: “What should people remember about the Pink and White Terraces?” Invite students to recall key learning from the previous five lessons.

2. 5–10 minutes – Introduce the project Explain that students will create a short individual or group reflection project. It may be a poster, illustrated timeline, information board, spoken presentation, poem, diary entry, or another approved format. Emphasise that projects must combine facts with reflection and must show respect for the significance of the terraces to Māori and to New Zealand’s history.

Display the project choices and success criteria and distribute the terraces reflection project planner. Read through the planner sections: important knowledge, perspectives and significance, personal connection, project plan and final reflection.

3. 10–15 minutes – Model a strong response Use the model project and think-aloud to demonstrate how one fact can be connected to meaning. For example: “The terraces were formed by hot springs. This shows how powerful natural processes can shape places that become important to people.” Discuss the difference between simply retelling information and explaining why it matters.

Remind students not to claim that the terraces have been “found again” or “rebuilt” unless they can explain the difference between scientific research, cultural knowledge and physical restoration.

4. 15–30 minutes – Create projects Arrange students in groups of three or four, or allow independent work where appropriate. Students complete their planner before creating their final product. They should include at least three accurate facts, one explanation of significance, and one personal or group reflection.

Keep the task checklist and helpful sentence starters visible. Encourage students to use respectful language such as “For me…”, “This made me think…”, “This place was significant because…” and “A perspective we need to consider is…”. Confer with groups, checking historical accuracy and helping them make connections rather than copy notes.

5. 30–38 minutes – Project sharing and feedback In groups, students present their projects to another group. Each audience member gives one positive comment and one question using the peer feedback sentence stem cards. If time is limited, groups may complete a gallery walk and leave oral feedback rather than presenting to the whole class.

Ask students to check: Does the project include facts, significance and reflection? Is it clear and respectful? Can the creators explain what they want others to remember?

6. 38–45 minutes – Reflect and close the unit Bring the class together and ask: “How has our understanding of the terraces changed?” and “How can we learn from a place without treating it only as a tourist attraction?” Students complete the reflection section of the terraces reflection project planner and use the reflection prompts poster to select one prompt for a final oral response.

Finish with a few student responses. Acknowledge that historical knowledge can include scientific evidence, oral traditions, cultural knowledge and different interpretations. Invite students to name one idea from the unit they will remember.

Resources

• the Pink and White Terraces reflection project deck
• the terraces reflection project planner
• the peer feedback sentence stem cards
• the reflection prompts poster
• Previous lesson notes, images and class timeline
• A3 or A4 paper and cardboard
• Coloured pencils, felts, rulers and glue
• Devices or reference books, if available
• Timer

Assessment

• Observe planning and discussion for accurate knowledge, respectful use of perspectives and meaningful connections.
• Assess projects informally against the success criteria: accurate information, explanation of significance, reflection and clear communication.
• Read the completed planner reflections to identify misconceptions and evidence of learning across the unit.

Differentiation

• Provide a choice board with project formats and allow students to dictate ideas, use labelled drawings or record an oral presentation.
• Give selected students a partially completed planner, a small bank of key facts, picture prompts and sentence starters.
• Pair EAL learners with supportive peers and pre-teach or display terms such as terraces, geothermal, significance, tangata whenua, mātauranga and rediscovery.
• Extend students by asking them to compare scientific and cultural perspectives, explain how the terraces connect to identity and place, or propose respectful ways to share their story with visitors.