Weather the World

This is lesson 2 of 4 in the unit "Harnessing Wind: Malawi in Miniature". Lesson Title: Weather the World Lesson Description: 60 minutes. WALT: transform new materials into aged, weathered surfaces that communicate a dry Malawian environment. Students experiment with diluted paint washes, dry brushing, rubbing, layering, sand, soil, and dry grass on ice-block sticks and cardboard. They construct and begin detailing the house, considering scale, texture, colour, and stability. Success criteria: I can use more than one weathering technique; I can make materials look aged and scavenged rather than new; I can apply sand, soil, or dry grass to represent the landscape; I can build a recognisable, stable house structure. Differentiation: demonstrate techniques step by step, offer prepared texture samples, use larger tools or pre-cut card where needed, and provide choice of techniques. Extension: create layered weathering showing dust, sun bleaching, cracks, or repaired sections, while explaining the artistic choices. Include safe tool routines and shared responsibilities reflecting Manaaki, Aroha, and Managing Self.

Overview

In this second lesson of Harnessing Wind: Malawi in Miniature, students transform new materials into aged, weathered surfaces inspired by a dry Malawian environment. They experiment with surface techniques, then construct and begin detailing a small, recognisable house that is stable, textured and visually connected to its landscape.

Learning intentions

WALT transform new materials into aged, weathered surfaces.
WALT use colour, texture and scale to communicate a dry environment.
WALT construct a stable miniature house from reclaimed materials.
WALT work safely and responsibly, showing Manaaki, Aroha and Managing Self.

Success criteria

I can use more than one weathering technique.
I can make materials look aged and scavenged rather than new.
I can apply sand, soil or dry grass to represent the landscape.
I can build a recognisable, stable house structure.

Curriculum links

Developing practical knowledge in visual arts: exploring materials, techniques, tools and processes.
Developing ideas in visual arts: using observation, imagination and contextual research to communicate ideas.
Communicating and interpreting in visual arts: explaining how surface, colour, texture and form communicate meaning.
Key competencies and refreshed curriculum values: managing self, participating and contributing, relating to others, and showing Manaaki, Aroha, Niwha and Atamai.

Lesson structure (60 minutes)

0–5 minutes – Reconnect and introduce the challenge Open with the weathered-house hook and lesson goals. Show a striking before-and-after comparison of a clean ice-block stick and a weathered wall surface. Ask: “What can a surface tell us about place, climate and time?” Briefly revisit the Malawi-inspired house designs from Lesson 1 and explain that today’s focus is making materials communicate heat, dryness, age and resourcefulness.
5–13 minutes – Demonstrate weathering techniques Use the technique demonstration slides while modelling diluted paint washes, dry brushing, rubbing, layering, and adding sand, soil and dry grass. Demonstrate using small amounts of glue and explain that texture should be attached securely, not scattered. Students identify which techniques might suggest dust, sun bleaching, cracks or repairs. Reinforce safe routines: carry scissors point-down, use glue carefully, keep soil and dry grass away from eyes and mouths, wash hands, and leave the workspace ready for others.
13–20 minutes – Test and plan Distribute the weathering experiments and house-planning sheet. Students test at least three techniques on spare card or ice-block sticks, recording what each technique communicates. They select two or more techniques for their house and sketch where weathering, landscape materials, windows, doors and repaired areas will go. Encourage pairs to research or discuss why dry regions may show dust, faded colour, rough surfaces and limited new materials.
20–42 minutes – Construct the house In groups of two or three, students build their house structure using cardboard and ice-block sticks. They focus first on recognisable features—walls, roof, doorway and windows—and then check stability by gently testing the model on the table. Students may use masking tape or glue to reinforce joins. The teacher circulates, asking: “What is this material becoming?” and “How does your choice show the environment?” Refer back to the construction and texture reminder slides as needed.
42–53 minutes – Weather and detail surfaces Students apply their chosen techniques to the house and its base. They add sand, soil or dry grass to represent the landscape, using layering to suggest dust, sun bleaching, cracks or repaired sections. Students share tools and materials fairly, practise Manaaki by helping without taking over, and show Aroha by responding respectfully to different ideas. Photograph work in progress if possible.
53–58 minutes – Gallery check and peer feedback Place models on tables for a quiet viewing round. Students use the peer-feedback prompts to identify one effective weathering choice and one practical next step for stability, scale or detail. Invite two or three students to explain how a material changed from “new” to “aged” and what that communicates.
58–60 minutes – Reflect and reset Return to the success-criteria and reflection slide. Students complete an oral or written response: “The technique that best shows a dry Malawian environment is… because…” Check that tools are returned, surfaces are wiped, loose natural materials are collected, and hands are washed. Store models safely for Lesson 3.

Resources

the Weather the World teaching deck
the weathering experiments and house-planning sheet
Ice-block sticks and reclaimed cardboard
PVA glue, masking tape and glue spreaders
Watered acrylic or poster paint, palettes and water containers
Brushes, including one stiff, dry brush per group
Sand, soil and dry grass in shallow trays
Scissors, pencils, rulers and scrap testing card
Newspaper or reusable table coverings
Aprons or protective clothing, wipes and handwashing supplies

Assessment

Observe students’ safe tool use, collaboration, planning and ability to apply at least two weathering techniques.
Check models for recognisable, stable construction and purposeful use of colour, texture, scale and landscape materials.
Use the worksheet and peer feedback to assess students’ explanations of how material choices communicate a dry environment.

Differentiation

Demonstrate each technique step by step, keep a finished sample visible, and provide prepared texture samples for students who need a low-risk starting point.
Offer larger tools, pre-cut card, strengthened bases or a simple house template where fine-motor control, planning or sustained attention is difficult.
Provide choice of two techniques rather than requiring every technique; use visual instruction cards, word banks and oral responses for EAL learners.
Extend confident learners by creating layered weathering that shows dust, sun bleaching, cracks or repaired sections, then explaining how each artistic choice communicates climate, use or history.

Teaching Instructions