All Creation Gives Thanks

T H E T R U T H W I L L S E T Y O U F R E E
DRAFT
Religious Education
Archdiocese of Perth
All Creation Give Thanks
Prayer
Year 5
TABLE OF CONTENTS
SECTION ONE
Overview................................................................................................1
Steps of the Process .............................................................................2
Teacher Reflection.................................................................................4
Parent Letter ..........................................................................................5
SECTION TWO
Teacher Background Material ................................................................9
SECTION THREE
Symbols.................................................................................................23
Learning Area Outcomes.......................................................................24
Key Understandings
Learning Points......................................................................................25
Program of Work....................................................................................26
SECTION FOUR
Activity Sheets .......................................................................................77
SECTION FIVE
Resource Sheets ...................................................................................85
SECTION SIX
Appendices............................................................................................105
Support Material ....................................................................................117
Childrens Literature .....................................................................117
Songs and Music..........................................................................117
Teacher Resources ......................................................................118
Videos...........................................................................................119
Acknowledgements................................................................................120
Section One
Overview
Steps of the Process
Teacher Reflection
Parent Letter
Glossary
All Creation Give Thanks 1
OVERVIEW
The more people experience and enjoy creation, the more they
realise its great variety of beauty (A1). The beauty in creation
causes people to wonder at God the Creator of such beauty (A2).
God means the beauty of the world to be a sign to everyone that
God is always present everywhere (A3).
Jesus taught his followers by his example to appreciate the
different forms of beauty in creation (B1). As Jesus followers, in
response to Gods presence in the beauties of creation, pray, God
draws them closer (B2).
To help his followers grow closer to God than was previously
possible, Jesus taught his followers about prayer (C1). Jesus taught
his followers what is needed for balanced daily prayer (C2). As
Jesus followers are empowered to live like him through prayer,
they are empowered to respect the integrity of creation and the
possessions of others (C3).
Christians continue to wonder and pray in response to the variety
of beauty in creation (C4).
STEPS OF THE PROCESS
B
THE PROMISE
OF CHRISTIAN
SALVATION
B1 Christ models the Christian Promise
B2 Christ empowers to live like him
C
CHRISTIAN RESPONSE
C1, C2 Christs power is experienced
through his Church
C3 The person Christ empowers the
believer to become
C4 Continuing to wonder at Christian
possibilities
A
WONDERING AT THE
CREATOR
A1 Wondering at experiences of being human
A2 Wondering at the religious meaning of these
experiences
A3 Understanding what these experiences reveal
about God [Attribute]
STEPS OF THE PROCESS
ALL CREATION GIVE THANKS
YEAR 5
B
THE PROMISE
OF CHRISTIAN
SALVATION
B1 Jesus appreciated the beauty of creation
as a sign of Gods presence
B2 Jesus followers relate closely with God
through prayer
C
CHRISTIAN RESPONSE
C1 Jesus taught his followers to pray
C2 Ways members of Gods family the
Church pray
C3 Jesus empowers his followers to respect the
possessions of others
C4 Continuing to wonder and pray in response
to the variety of beauty in creation
A
WONDERING AT THE
CREATOR OF BEAUTY
A1 Wondering at the variety of beauty across
the world
A2 Wondering at God who created so many forms
of beauty
A3 Attribute: God is always present
TEACHER REFLECTION
Communication is essential for any relationship. It is needed if people are to continue to get
to know each other better, as well as for the development of trust and closeness.
Prayer is the term used for communication with God. Without prayer, we cannot know, trust
or grow in closeness with God.
What makes Christian prayer distinct is that, through Baptism, a Christian shares in the
relationship between Jesus and God the Father, and Jesus and the Holy Spirit. This means
that Christian prayer:
leads to deep intimacy with God
opens the mind and feelings to the promptings of the Holy Spirit.
Through prayer, we need to express the same sentiments as we do in human relationships:
praise, thanks, requests, apology, etc. If our human communications were only requests, what
effect would this have on our relationships?
The Spirit prompts the minds and hearts of Christians who pray daily. Thoughts and feelings
are stirred that help: discover answers to questions, provide guidance, strength in the face of
challenges, etc. Through prayer, Christians receive perspective and inner peace.
All of us need to ask ourselves periodically:
If I talked with my spouse, close family member or close friend as often as I pray, would my
marriage, family relationship or friendship be as strong?
Do I pray only for requests from God?
How close to God does my prayer life tell me that I am?
Dear
RE: NEXT RELIGIOUS EDUCATION UNIT TO BE STUDIED IN YEAR FIVE
Closeness within human relationships reflects something of the closeness God wishes with
every human person. In early times, Christians celebrated that God thirsts that we may thirst
for him [Catechism 2560].
The next Religious Education unit studies this desire of God. One of the most important
ways people satisfy this desire is by praying. The unit studies how God reaches out to people,
calling them into relationship through creation, and how people respond to Gods call
through prayer.
This Religious Education unit begins with the human experience of the beauty in creation.
As people experience and appreciate the variety of beauty in creation, they wonder at God,
the Creator of such beauty. God means the variety of beauty in creation to be a sign to
everyone that God is always present everywhere.
The unit then explores ways Jesus appreciated the beauty in creation as a sign of Gods
presence. As Jesus followers think of God and pray when they are reminded of Gods
presence by the beauty of creation, God draws them closer.
To help his followers grow closer to God than was previously possible, Jesus taught his
followers about prayer. Jesus taught his followers what is needed for balanced daily prayer, for
example:
remembering events in the lives of Jesus and Mary
praying prayers they have learnt
praying in their own words
expressing basic prayer intentions (praise, thanks, asking, sorrow).
Finally, the unit explores that as followers of Jesus are empowered through prayer to live like
him, they are also empowered to respect the integrity of creation and the possessions of others.
You could help your child during this unit by, for example:
sharing with your child experiences of the beauty of creation
creating a family prayer focus using elements from creation (photographs of nature,
flowers, rocks, twigs joined to form a cross, etc.)
sharing with them stories in which Jesus appreciated creation, for example, birds and
flowers [Matthew 6:26-29], etc.
sharing with them stories in which Jesus prayed, for example, prayers of praise
[Luke 10:21], prayers of thanks [Matthew 15:36 and Matthew 26:27], etc.
by praying together known family prayers or prayers taught in class during this unit
Yours sincerely
PARENT LETTER
(insert school letterhead)
Section Two
Teacher Background Material
TEACHER BACKGROUND MATERIAL
A WONDERING AT THE CREATOR OF BEAUTY
Teacher Note
The purpose of this step is to assist the development of students religious awareness. It
aims to help them understand the religious meaning of significant experiences an essential
step for both Evangelisation and New Evangelisation (see Australian Religious Education
Facing the Challenges).
The students should be provided with opportunities to wonder in A1 and A2. They need to
celebrate (rather than merely understand) the related attribute of God in A3.
The basic questions of the human heart to which the following experiences relate are taken
up further in the Year 8-12 Religious Education units.
A1 Wondering at the variety of beauty across the world
(The world was made for the glory of God. Catechism 293)
Teacher Note
The purpose of studying beauty in creation in Religious Education is to help students to learn
to wonder at God, the Creator.
Students have many opportunities to study the beauty in creation in and outside the Catholic
school curriculum. Hence, there is no need to study beauty again in any detail in Religious
Education, except as a step towards wondering at the Creator.
The questions suggested in A1 and A2 are of much greater importance and should be the
main focus of Religious Education.
When we study the many forms of beauty in creation, we realise that beauty is to be found
everywhere in the world around us. Different parts of the world have trees, plants, land and
sea creatures that differ in shape, colour, patterns, sounds and ways of moving.
The more we study creation, the more we realise its great variety of beauty. From
photographs, advertisements, print media, television shows and documentaries, we learn that,
across the earth, plants, trees and creatures reveal:
great varieties and colour combinations
seemingly endless colour patterns in flowers as well as on the coats, scales and shells of
birds, land and sea creatures
different textures of rock, wood and animal fur
countless distinctive sounds
many creatures and a variety of vegetation are unique to particular places (the African
elephant, the New Zealand kiwi, the Australian kangaroo and koala bear, the Irish
shamrock, the Western Australian black swan, the Australian Sturt Desert Pea, etc.
A1
Throughout the world, there are more varieties of vegetation and land and sea creatures than
we could possibly imagine. More are still being discovered. We are left with questions such as:
- How many varieties of colour are there on earth?
- How many different creatures are there in different parts of the world?
- How many rock formations are there?
- How many different textures are there?
The more people appreciate the many forms of beauty in the world, the more people grow in
wonder at this beauty. People may wonder:
- Is there any limit to the beauty and variety to be found on the earth?
- How much variety is yet to be discovered?
- Wonder Questions I have about the variety of beauty of creation are.
Teacher Note
The students should be encouraged to identify and to reflect upon questions but are not
required to make verbal responses. The purpose here is simply to stimulate wonder and a
sense of awe through providing the opportunity for students to question and to reflect, rather
than to find the correct answer.
A2 Wondering at God who created so many forms of beauty
(God created the universe so that everyone can discover God Catechism 3135; 54; 300)
Teacher Note
The aim here is to encourage students to wonder. This is an important skill for discovering
God through creation [Catechism 32-33]. What is most important at this stage of each unit is
that students be given a wondering activity.
To lead students into the wondering activity, they may need to be reminded that wonder is a
gift God created in people so that they could discover God through everything God has
created. Wonder causes us to stop, to look, to feel, to smell, to listen or to taste so that we
might better enjoy and understand. Wonder leads us to be curious which can lead us to
explore and to experiment.
As people wonder at the variety of beauty across the world, they begin to think about
questions such as:
- From where did so many varieties of colour come?
- Who first thought of the many different shapes and patterns?
- From where did so many sounds come?
- Who imagined it all and then created it?
Religious meaning
Those who know that the answer to all of these questions is God may then, in turn, wonder:
I wonder what God, who created all the colours, sounds, shapes and patterns across the
world, is like?
Teacher Note
Students may offer a variety of answers to this question: I wonder what God, who created all
the colours, sounds, shapes and patterns across the world, is like? The answer of each
should be valued.
What follows in A3 seeks to refocus the attention of the class for the purpose of systematic
religious education, rather than imply one answer is better than the others.
A2
One possible answer
People have come up with many answers to this question. However, one on which many
people agree is that all these things reveal that God is always present.
This is one way God has created people so that they will discover and become close friends
with God.
(God created the universe so that everyone can discover God Catechism 3135; 54; 300)
Before God created the world, there was nothing no sun, no stars, no earth and no
beauty.
God alone created everything that exists. God began creation millions of years ago, and
continues to keep it in existence today.
As people realise that the beauties they are seeing, touching, smelling, tasting and hearing
exist because God is keeping them in existence, people realize that God is close. God means
the beauty of created things to be a sign to everyone that he is present everywhere.
If God forgot about creation for only a second, creation would instantly cease to exist.
How as a class can we celebrate that God is always present?
God also created everything that people have. Many things people own come from the earth
while others have been made from resources originally created by God, including money. God
wants us to respect the possessins of others.
B THE PROMISE OF CHRISTIAN SALVATION
Teacher Note
From the beginning of his ministry, Jesus proclaimed the arrival, in his own person, of the
Kingdom of God - a new and definitive intervention of the saving power of God's love on
behalf of his creatures.
In the power of this love, expressed throughout the course of his life, death and resurrection,
Jesus accomplished our salvation. He:
freed people from sin and the influence of the evil one
brought people to share in God's own divine life
revealed God's love and closeness
modelled how to live in a truly human way in response to that love.
Returning to the Father, Jesus sent his Spirit to help people enter fully into the Kingdom of God
so as to live as he lived. For he had promised to send the gift of the Holy Spirit to his followers,
'You will receive power when the Holy Spirit comes on you.' (Acts 1:8). Christians experience
this power within the Kingdom of God to the extent that they draw upon the grace of the Risen
Lord through the Eucharist, the other sacraments, prayer and the other ways Jesus taught.
One element of the modelling of Jesus was that he appreciated the beauty of creation as a
sign of Gods presence (B1). People are empowered to draw closer to God as they respond
to the beauties in creation through prayer (B2).
The purpose of step B is to show Jesus as the model of truly human behaviour, and then to
focus upon how the world of the students' experience would be different if all accepted his
promise of the power of his Spirit.
A3
B1 Jesus appreciated beauties in creation as signs of Gods
presence
(Teaching Jesus Christ as a friend, guide and model Catechesi tradendae 38)
Teacher Note
The students were introduced to Christs appreciation of beauty in Baptism Year Two,
particularly birds and plants. The following content reinforces this concept, leading to the
concept of responding to God, who is present in creation, through prayer.
The more people appreciate the beauty in creation, the more they can become aware of the
presence of the beautiful God who created it.
Jesus taught his followers by his example to appreciate the different forms of beauty in
creation. He showed his appreciation by drawing peoples attention to various forms of beauty
when teaching them. Two important examples were:
wheat [Mark 4:19 ]
grape vines [John 15:18].
Jesus also appreciated:
salt [Matthew 5:13]
birds [Matthew 6:26]
flowers [Matthew 6:28]
fig trees [Luke 13:69].
B2 Jesus followers relate closely with God through prayer
(the life of prayer is the habit of being in the presence of the thrice-holy God and in
communion with him. Prayer is lived in the first place beginning with the realities of creation.
Whether we realise it or not, prayer is the encounter of Gods thirst with ours. - Catechism
2565, 2569, 2560)
In earlier years, students learned that prayer is a gift God gave people so that they can:
talk to God
come closer to God
ask for what is good for them or others they pray for
be friends with Jesus.
God reaches out to human beings through creation. God calls each to relate closely with the
Creator of the universe, who is their personal Creator.
The desire of God to relate closely with each person can be likened to the thirst people
experience when they cannot have a drink of water on a hot day. When people think how it
is to feel this thirsty, they can envisage how much God wants a relationship with them and
for them to relate to God.
God gives people a most important gift needed to satisfy Gods thirst. This gift is called
prayer. When people pray, they satisfy Gods thirst by relating closely with him.
B1
B2
As people, in response to Gods presence in the beauty of creation, pray, God draws them
closer. The closer people are drawn to God, the more they satisfy Gods thirst for them and
the more God helps them to become loving and good.
Practical application of the Promise
Teacher Note
The relationship between this part of B2 and the first part of C3 is that:
the focus of B2 is how the world would be if everyone lived as God wants
the focus of C3 is how God is calling each person to live so that the world will be as God
wants.
What would be different in society if everyone prayed to God, who is always present? What
ways might society change if, as a result, everyone became more loving?
Teacher Note
Possible answers may include:
care for the sick, the lonely and those in need
care for the environment
respect for peoples property, etc.
C CHRISTIAN RESPONSE
Teacher Note
To experience the Promise of Christian Salvation requires personal Christian conversion
[General Directory for Catechesis 53]. In the words of Jesus, this means people must
[Mark 1:15]:
Repent, and believe the gospel.
Religious Education contributes to their New Evangelisation by helping students to
understand what is involved in repenting and believing. Religious Education needs to help
students discover what exactly faith in Jesus Christ is [General Directory for Catechesis 75].
The following content introduces Year Five students to:
Jesus taught his followers to pray (C1)
ways members of Gods family the Church pray (C2)
Jesus empowers his followers to respect the possessions of others (C3).
(When Jesus prays he is already teaching us how to pray. But the Gospel also gives us Jesus
explicit teaching on prayer. - Catechism 2607)
To help his followers grow closer to God, Jesus taught his followers about prayer.
C1
Recall: Teachings of Jesus about prayer
Teacher Note
New Evangelisation is needed in Catholic schools in Western Australia because of the high
proportion of students from families with little or no religious practice. It is essential that
students be able to recall the following teachings of Christ about prayer in Religious
Education.
When planning lessons, teachers need to bear in mind that this step (C1) presents doctrines,
and the next (C2) presents ways of praying.
Christians pray [Prayer Year Two]:
in the name of God, used at the beginning of prayer with the Sign of the Cross, and in the
Glory Be to the Father
to God the Father, (to Jesus himself and to the Holy Spirit)
with others
alone
each morning and night
to Mary, the mother of Jesus.
Students need to recall also [Prayer Year Three]:
the meaning of each of the opening intentions and the seven requests of The Lords Prayer
(Our Father)
the Gospel stories about Mary, the mother of Jesus, especially the verses used in the Hail
Mary and the Angel Prayer to Mary (The Angelus):
- the Annunciation [Luke 1:26-38]
- the Visitation [Luke 1:39-45]
- the Dream of Joseph [Matthew 1:18-25]
- the verses about the conception and birth of Jesus in the Gospel of John [John 1:14 a, b]
- Jesus giving Mary to the disciple Jesus loved [John 19:25-27]
the teaching of Jesus that God always grants prayers if what is being asked for in fact is
good for the person.
Teacher Note
While God always answers prayer, if not exactly in the way that is being prayed for, prayers
can be weakened by lack of faith, lack of Christian commitment, sin and other human
imperfections. For this reason, an individuals prayer is strengthened by others praying for
the same request (this is further explored in Prayer Year Seven).
Responding to Gods call through creation
Teacher Note
The emphasis here needs to be on developing the habit of becoming aware of God through
creation, and responding in prayer.
God wants to communicate with people. For this reason, God tries to draw peoples attention
every moment of the day through creation:
beautiful scenery
insects
fish
animals
creatures caring for their young, etc.
Everything people see, every fragrance they smell, every beautiful sound, every texture and
every taste is like an advertisement from God saying: Come close to me, come close to me.
Followers of Jesus pray by:
praising God, while enjoying what attracts them (I praise you God for this beautiful
butterfly, I praise you God for how animals care for their young, etc.)
thanking God for everything they receive (Thank you God for our food, Thank you God
for the warmth of the sun, etc.).
C2 Ways members of Gods family the Church pray
To be healthy, people need a balanced diet. For example, people need vegetables, fruit,
meat and cereals. If a persons diet is not balanced, not only can their growth and strength
be threatened, but they may even become ill.
Similarly, for relationship with God to be healthy, prayer needs to be balanced, that is, it
needs to include a range of prayers and prayer intentions.
The need for balanced daily prayer
Balanced prayer will include:
remembering events in the lives of Jesus and Mary
prayers people have learnt
people praying in their own words
even the prayer of the heart, without words.
If any of the above are neglected, prayer lives will suffer, for example, they will lack:
events that teach of Gods love
prayers to use when people do not feel like praying or want to pray with others
prayers that express what is in someones heart.
The four basic prayer intentions
Jesus taught by his example and words four of the intentions that are needed for balanced
daily prayer. All need to be expressed each day, but not necessarily at each time people pray
in the day. These intentions are:
praise
thanks
petition
sorrow, or prayer for forgiveness.
C2
Praise
Jesus offered prayers of praise [Luke 10:21]. These honour and express appreciation for what
people discover about God. For example:
seeing beauty in the world may lead people to praise God who is beautiful
discovering something good may lead people to praise God who is good
feeling forgiven for wrong-doing may lead people to praise God who always forgives.
As well as the world around us, much can be discovered to praise God that can be learned
from the life and teachings of Jesus, for example, Gods love that Jesus showed to those in
need or who were sick [Matthew 8:1-4; Mark 2:1-12].
People may express praise in their own words or in a learned prayer such as the Glory Be to
the Father (Gloria Patri) or The Gloria that is prayed during Sunday Mass.
Thanks
Jesus frequently thanked God, his Father [Matthew 15:36; and 26:27; John 6:11 and 11:41].
Prayers of thanks identify specific blessings or help given by God, and say thank you for
them. Examples include thanking God for:
parents and families
good things that have happened
prayers answered
food
friends, etc.
Apart from using their own words, people give thanks through prayers before and after meals.
Asking (Petition)
Jesus often prayed to God his Father [Luke 22:42; 23:34; John 17:9-26]. Asking prayers or
prayers of petition, place before God our own and others needs. Any need can be placed
before God.
Jesus told his followers [Matthew 7:7]: Ask, and it will be given to you .
However, especially pleasing to God are prayers for help to:
do what is right
become more like God
help resist temptations.
As learnt already, prayers that ask for what others need are also especially pleasing to God
because they are prayers of love. Examples of asking prayers are the requests in the seven
petitions of The Lords Prayer (Our Father), [see Resource Sheet 7c].
Using stories, Jesus told his followers never to stop asking for what they need. To make sure
that they understand this, Jesus told the stories of the persistent:
friend [Luke 11:5-8]
widow and the judge [Luke 18:1-8].
Sorrow
While sin remains unforgiven, it is not possible to become close to God. So Jesus followers
pray daily for forgiveness.
As well as doing so in their own words, they pray for forgiveness in:
the last part of The Lords Prayer (Our Father)
a Prayer of Sorrow such as the Jesus Prayer, which, ideally, they pray at night after
thinking back over any wrong they had done during the day:
Lord Jesus Christ, Son of the living God, have mercy on me, a sinner.
The habit of responding to the Creator
Many followers of Jesus respond to God calling them through creation. However, this is not
always easy because there are so many other things to think about each day.
Responding to Gods call through creation requires developing the habit of sensitivity to
God. This can be done in different ways.
One way is by setting aside five minutes around the same time every day to:
look at the world to see what attracts them
study more closely whatever attracts them
praise God for what attracts them or thank God for what they have received from
creation.
Another is by setting aside time in prayer to:
recall sights, sounds, textures, tastes, feelings that they enjoy in creation
praise or thank God for what they enjoy.
C3 Jesus empowers his followers to respect the possessions
of others
(The Seventh commandment forbids unjustly taking or keeping the goods of ones neighbour and
wronging him in any way wiht respect to his goods. Catechism 2401)
Teacher Note
The following content extends students learning of the Two Great Commandments of Jesus
to the Seventh Commandment.
Teachers need to ensure that students can recall the:
Two Great Commandments of Jesus (learned in Year Two)
Seventh Commandment (learned in Year Three) [Catechism 24082409].
The emphasis in this unit is the Seventh Commandment requirement that people respect the
Creators revealed intention that others property be respected.
When giving examples of stealing, teachers should avoid family examples. Different families
have different ideas about family possessions and ownership.
Also, some family possessions are community property, such as food. Students taking food
from the refrigerator may be disobeying their parents but they are not stealing.
Creation is Gods gift to the human race. Individual people own created things and
possessions made from Gods creation.
C3
Jesus gave his followers Two Great Commandments to empower them to live like him [Luke
10:27; Matthew 22:39]:
You must love the Lord your God with all your heart, with all your soul, with all
your strength and with all your mind
You must love your neighbour as yourself.
Jesus gave his followers other gifts to empower them to live as he taught as well. Prayer is one
of the most important.
Teacher Note
In Year Two, students learned about respect for creation as one way of loving God and
others. This point needs to be recalled briefly before moving on to respect for property.
Recall: Respect for the Integrity of Creation
One way people love God and their neighbour is by respecting the Godgiven right of others
to enjoy all the beauty across the earth. Ways of respecting this right include:
caring for the environment so that its beauty is maintained for all to see
being careful in games and other activities to make sure that gardens are not damaged
showing care for flora and fauna, etc.
Respect for others possessions
People own many of the beautiful things created by God. What God created originally may
have been turned into a house, a car, a toy or some other thing, but this still comes from
what God created.
Another way people show love to God and their neighbour is by respecting others
possessions. When people love your neighbour in this way, they keep the Seventh
Commandment: You shall not steal.
Stealing means either taking or not returning what belongs to another. God entitles people to
their possessions, and to steal them is to disobey God by not respecting their Godgiven
rights.
People can do wrong
Teacher Note
The difference between what is wrong and sin is explained in the Penance units.
People disobey the Seventh Commandment when they deliberately take or fail to return what
belongs to another, for example:
money
a book from the library
games
trading swap cards, marbles, etc. unfairly
toys
bicycles
clothes, etc.
Stealing only stops when what was taken has been returned to the owner.
Teacher Note
It is important that students are able to identify reasons why people can find it hard at times
not to steal.
C4 Continuing to wonder and pray in response to the variety of
beauty in creation
The more people experience and enjoy creation, the more they realise its great variety of
beauty (A1). The beauty in creation causes people to wonder at God the Creator of such
beauty (A2). God means the beauties of the world to be signs to everyone that God is
always present everywhere (A3).
Jesus taught his followers by his example to appreciate the different forms of beauty in
creation (B1). As Jesus followers, in response to Gods presence in the beauty of creation,
pray, God draws them closer (B2).
To help his followers grow closer to God than was previously possible, Jesus taught his
followers about prayer (C1). Jesus taught his followers what is needed for balanced daily
prayer (C2). As Jesus followers are empowered to live like him, through prayer, they are
empowered to respect the integrity of creation and the possession of others (C3).
How as a class can we continue to wonder and pray in response to the variety of beauty in
creation?
C4
Section Three
Symbols
Learning Area Outcomes
Key Understandings
Learning Points
Program of Work
SYMBOLS
Activity Sheet
Book
Cassette Tape
Compact Disc
Journal
Music Bag
Prayer
Resource Sheet
Song
Video
LEARNING AREA OUTCOMES
1. Students understand that people come to discover God who calls
them; through their human experiences of the universe, including
the world around them, and their human heart questionings and
yearnings which can only ever be satisfied by their Creator.
2. Students understand and give expression to their most basic human
heart experiences in light of the Gospel, through study of their
interests, questions, hopes, anxieties, reflections and judgements.
3. Students understand the content of the Christian message, by
relating it to examples drawn from their experiences.
4. Students understand that God offers salvation through Christ who
models how to live in a truly human way.
5. Students understand that Catholics are empowered to live like Jesus
as they draw on the power of the Spirit and of the Kingdom through
Church, Sacraments, Scripture, prayer and other ways Jesus taught.
6. Students recognise that every good value, attitude or way of doing
things is a sign of Gods presence and influence within culture.
7. Students know and appreciate the values of Christ and those of his
Gospel as the basis for living out the Christian mission in the world.
8. Students demonstrate the skills necessary in order to read and apply
Scripture and to participate in Catholic ritual and prayer.
KEY UNDERSTANDINGS
LEARNING POINTS
A WONDERING AT THE CREATOR OF BEAUTY
A1 Wondering at the variety of beauty across the world
A1.1 Explores and expresses the variety of beauty across the world.
A2 Wondering at God who created so many forms of beauty
A2.1 Expresses wonder at God who created so many forms of beauty.
A3.1 Celebrates that God is always present.
B THE PROMISE OF CHRISTIAN SALVATION
B1 Jesus appreciated the different forms of beauty in creation as a sign of Gods
presence
B1.1 Represents stories in which Jesus showed appreciation of creation by using
examples from creation to teach about God.
B2 Jesus followers relate closely with God through prayer
B2.1 Compares human thirst to Gods thirst for a relationship with people.
B2.2 Expresses what the world would be like if everyone prayed to God and became
more loving and good.
C1.1 Explores the words, meanings and intentions and scriptural origins of The
Lords Prayer (Our Father), the Hail Mary and The Angelus.
C1.2 Represents ways followers of Jesus respond to Gods call through creation.
C2 Ways members of Gods family the Church pray
C2.1 Identifies what is required for a balanced prayer life.
C2.2 Represents the four basic prayer intentions and writes a prayer for each
intention.
C2.3 Names times that could be set aside to respond to the Creator.
C3 Jesus empowers his followers to respect the possessions of others
C3.1 Generates ways people follow/do not follow the Two Great Commandments by
responding/not responding to the God-given right of others to enjoy beauty.
C3.2 Generates examples of how to live the Seventh Commandment by respecting
others possessions.
C4 Continuing to wonder and pray in response to the variety of beauty in
creation
C4.1 Reviews and expresses the main ideas of the unit.
A
B
C
Key Understandings Learning Points
A WONDERING AT THE CREATOR OF
BEAUTY
the world
(continued )
Teacher Note
The purpose in Step A is to assist the development
of students religious awareness. It aims to help
them understand the religious meaning of
significant experiences an essential step for both
Evangelisation and New Evangelisation (see
Australian Religious Education Facing the
Challenges).
The students should be provided with opportunities
to wonder in A1 and A2. They need to celebrate
(rather than merely understand) the related
attribute of God in A3.
The basic questions of the human heart to which
the following experiences relate are taken up
further in the Year 8-12 Religious Education units.
Teacher Note
The purpose of studying beauty in creation in
Religious Education is to help students to learn to
wonder at God, the Creator.
The students have had many opportunities to study
the beauty in creation in and outside the Catholic
school curriculum. Hence, there is no need to study
beauty again in any detail in Religious Education,
except as a step towards wondering at the Creator.
The questions suggested in A1 and A2 are of much
greater importance and should be the main focus in
Religious Education.
The following content extends from recognising
beauty in trees, plants and creatures to recognising
that this beauty is to be found across the world.
A1.1 Explores and expresses the variety
of beauty across the world.
(continued )
Suggested Strategies Class Prayer Support Material
Teacher Note
The students should be encouraged to identify
and to reflect upon questions but are not
required to make verbal responses. The purpose
here is simply to stimulate wonder and a sense
of awe through providing the opportunity for
students to question and to reflect, rather than to
find the correct answer.
As part of these strategies (A1.1) there will be
many opportunities to explore other parts of the
world and their environs. However, the purpose
and main aim of this unit is to raise students
awareness of the variety of beauty in creation.
Further links to the Society and Environment
Learning Area could be made.
a)Divide the class into five groups. Each group
explores the creatures, rocks, flowers, special
features and textures related to a particular
continent or country Asia, Africa, Australia,
America or Europe. The students present their
findings in the form of a diorama to the rest of
the class.
Wonder Questions
- How many varieties of colour are there on
earth?
- How many different creatures are there in
the world?
- How many rock formations are there in the
world?
- How many different textures are there in the
world?
- Wonder questions I have about the variety of
beauty in creation are
OR
b)In groups the students select a continent or
country and prepare a poster outlining the
special features, creatures, rocks, flowers, colours,
etc. related to that continent or country. These
posters are then shared with the rest of the class
or they could be shared with a buddy class.
Wonder Questions
earth?
the world?
world?
world?
OR
Psalms of Praise
These psalms could
be used for class or
individual prayer.
Praise for Creation
Appendix (iii)
(These ideas could be
used throughout the
unit.)
1
Celebrating Our
Journey
M Brown
Song of Creation
What a Wonderful
World
Our God is Good
The Ultimate
Collection
L Armstrong
Our God is Good
M Brown
Gods Creation
Use the display as
part of the class
prayer focus. Invite
the students to pray
spontaneous prayers
of thanks for the
variety of beauty in
Gods creation.
(continued )
the world
(continued )
c)In groups the students choose a continent or
country and use electronic media to prepare a
presentation about their chosen continent or
country. The students presentations should
include information on special features, for
example, flowers, creatures, insects, birds and/or
any specific colours, found in that continent
or country.
Wonder Questions
earth?
the world?
world?
world?
Journal Question
- What do I think and feel as I reflect upon
the variety of beauty in creation?
OR
d) Divide the class into groups and assign a
continent or country to each group. Each group
collects information on the special features such
as rocks, flowers, animals, colours, etc. associated
with their particular continent or country. The
students present their findings as a frieze
(collage, montage, etc.), with a panel for each
of the areas studied.
A S I A
rocks colours birds insects animals
Psalm 148
Invite the students
to pray Psalm 148 as
a cumulative prayer.
Hello God, I Just
Wanted to Say
p40
W Threlfo
Thanks for
Creation
As One Voice Vol 1
Willow Connection
For the Beauty of
the Earth
Rise Up and Sing
OCP Publications
For the Fruits of
this Creation
For the Beauty of
the Earth
3 2
continued
A2.1 Expresses wonder at God who
created so many forms of beauty.
(continued )
A2 Wondering at God who created so many
forms of beauty
(continued )
Teacher Note
The aim here is to encourage students to wonder.
This is an important skill for discovering God
through creation [Catechism 32-33]. What is most
important at this stage of each unit is that students
be given a wondering activity.
To lead students into the wondering activity, they
may need to be reminded that wonder is a gift God
created in people so that they could discover God
through everything God has created. Wonder
causes us to stop, to look, to feel, to smell, to listen
or to taste so that we might better enjoy and
understand. Wonder leads us to be curious which
can lead us to explore and to experiment.
Teacher Note
Students may offer a variety of answers to the
question: I wonder what God, who created all the
colours, sounds, shapes and patterns across the
world, is like? The answer of each should be
valued.
What follows in A3 seeks to refocus the attention of
the class for the purposes of systematic religious
education, rather than imply one answer is better
than the others.
( continued)
the world
( continued)
Wonder Questions
earth?
the world?
world?
world?
Journal Question
- What do I think and feel as I reflect upon
the variety of beauty in creation?
Teacher Note
The following Wonder Questions could be used
with each of the strategies in A2.1:
- From where did the many varieties of colour
in the world first come?
- Who thought of the many different shapes
and patterns in the world?
- Who created the many natural sounds in
the world?
- I wonder if God first imagined everything
that is beautiful in the world, and then
created it?
- Wonder questions I have about God, who
created so many forms of beauty, are
a)Share the big book Deep in a Rainforest (or
another suitable picture book). Allow silent
time for the students to think about things God
has created.
Play reflective music and invite the students to
create pictures using crayons, textas or pencils,
of things God has created, while pondering,
What must God, who created all these things,
be like? Underneath the pictures the students
write words that describe God.
OR
b)Watch a segment of the video This is the Day
or any other natural history or inspirational
video, related to the variety of beauty in
creation. The students complete an Interview
with God.
OR
Deep in a Rainforest
G Pascoe
Scribble Prayer
Invite the students
to spontaneously
share, during class
prayer time, their
words to describe
God. Invite the
students to use words
they chose, as part of
a prayer.
Tales of Wonder: A
Musical Storytelling
M Haugen
One Ohana
This is the Day
Where the Forest
Meets the Sea
1
(continued )
( continued)
A2.1 Expresses wonder at God who
created so many forms of beauty.
A3.1 Celebrates that God is always
present.
(continued )
( continued)
A2 Wondering at God who created so many
forms of beauty
c)Create a collage using magazine pictures of
plants, animals and nature scenes that cause the
students to wonder at the variety of beauty in
creation. Invite the students to write their
thoughts on, What must God be like to have
created all these things?.
OR
d)The students select a picture of something in
nature they find spectacularly beautiful. In small
groups, the students share the reasons for
choosing the picture. Invite the students to
individually write five wonder questions about
their picture.
Encourage the students to share their questions
with others. Examples of questions might be:
- I wonder how God could make the many
different landscapes throughout Western
Australia?
- Why do different parts of Western Australia
have different trees?
- Each of these trees has different bark and
leaves, I wonder why?
- Why did God make the Boab tree with its
particular shape?
Using the pictures and questions, the students
could make a class Wonder Book.
a)Create a class poetry book entitled God is
Always Present. The students compose poems
(cinquain, shape, haiku, lyrical, etc.) that
express this theme and address that:
God created everything that exists
God continues to create
God sustains creation (keeps everything
existing)
God wants people to realise that the beauties
in creation are a sign that God is always
present.
The poems could be shared during a class recital
and at school assemblies to help others celebrate
that God is always present.
OR
Take a Moment Let the Children
Come
M Brown
Write Now! A Guide
to Working with
Genres
pp139-162
Catholic Education
Office of Western
Australia
Psalms of Praise
These psalms could
be printed on charts
and the students
invited to illustrate
them.
OR
Psalms of Praise
Pray the psalms as an
echo prayer.
1
1
2
( continued)
A3.1 Celebrates that God is always
present.
( continued)
Support Material
b)Create a class Wall of Questions that contains
Was God there questions, generated by the
students about Gods presence throughout
creation, for example:
- Was God there when the mountains were
formed?
- Was God there when dinosaurs roamed the
earth?
- Was God there when people could walk from
what we now know as Tasmania to what we
now know as Victoria?
- Is God here as we see beautiful forests of
trees?
- Is God here as we feel the warmth or the
cool of the wind as it touches our skin?
- Is God here as we hear the sounds of birds,
insects, leaves rustling and people talking?
- Will God be here when the plants we see
have died and become nutrients for new
plants to grow?
- Will God be here when waves crash on
beaches fifty, a hundred or more years from
now?
- Will God be here when our great great
grandchildren hear the wind, feel the
warmth of the sun, see the rainbow of
colours found in flowers?
Using block or bubble writing, the students then
create colourful words to superimpose over the
questions:
Yes, God is always present!
OR
c)The teacher leads the students to recognise that
through creation, people can come to know
God better.
Read The Dreamer or another appropriate
book. List what was created by God in the story,
for example, stars, earth, water, etc. The
students talk in pairs about what each of these
elements tell us about God.
The students then create representations of
these and other elements of the variety of
beauty of creation, illustrating their appearances
and uses in the past, present and future.
The students representations could be
combined to create a display celebrating
creation as a sign that God is always present.
God was Present
Then
Guided Meditation
Relax!
Appendix (i)
God Is
M Brown
I Have a Song
The Dreamer
C Rylant and
B Moser
Cosmic Hymn of
Praise
Cumulative reading
of Psalm 148
26 Ways to use
Drama in Teaching
the Bible
pp46-49
J Gattis-Smith
4
2
B THE PROMISE OF CHRISTIAN
SALVATION
B1 Jesus appreciated the different forms of
beauty in creation as a sign of Gods presence
(continued )
Teacher Note
From the beginning of his ministry, Jesus
proclaimed the arrival, in his own person, of the
Kingdom of God - a new and definitive intervention
of the saving power of God's love on behalf of his
creatures.
In the power of this love, expressed throughout the
course of his life, death and resurrection, Jesus
accomplished our salvation. He:
freed people from sin and the influence of the
evil one
brought people to share in God's own divine life
revealed God's love and closeness
modelled how to live in a truly human way in
response to that love.
Returning to the Father, Jesus sent his Spirit to
help people enter fully into the Kingdom of God so
as to live as he lived. For he had promised to send
the gift of the Holy Spirit to his followers, 'You will
receive power when the Holy Spirit comes on you.'
(Acts 1:8). Christians experience this power within
the Kingdom of God to the extent that they draw
upon the grace of the Risen Lord through the
Eucharist, the other sacraments, prayer and the
other ways Jesus taught.
One element of the modelling of Jesus was that he
appreciated the beauty of creation as a sign of
Gods presence (B1). People are empowered to
draw close to God as they respond to the beauty in
creation through prayer (B2).
The purpose of step B is to show Jesus as the
model of truly human behaviour, and then to focus
upon how the world of the students' experience
would be different if all accepted his promise of the
power of his Spirit.
B1.1 Represents stories in which Jesus
showed appreciation of creation by
using examples from creation to
teach about God.
(continued )
Teacher Note
The emphasis in the Gospel stories presented
in B1.1 should be on the elements of creation
used by Jesus, to teach about God. In these
stories Jesus draws on the experiences of his
listeners of the variety, beauty and importance
of creation, in drawing their attention to how
creation can bring people to a closer
awareness of God. Jesus listeners would have
been well aware of the significance of:
wheat [Mark 4:1-9]
grape vines [John 15:1-8]
salt [Matthew 5:13]
birds [Matthew 6: 26]
flowers [Matthew 6:28]
fig trees [Luke 13:6-9].
a)In small groups, the students collect and display
contemporary images and ideas about the
elements of creation referred to in one of the
above Scripture stories. The students attach key
ideas to which Jesus seems to be referring in
relation to these elements, for example, wheat
needs proper nurturing, grape vines need to be
pruned and fertilised to bear fruit, salt adds
flavour as long as it still has saltiness (taste), etc.
The students then attach illustrations
representing the element of creation and its use
in their Scripture story. The students could
attach to their display their responses to the
following questions and discuss with other
students what their display represents.
Focus Questions
- What do you think Jesus might have found
beautiful about the element of creation in
your Scripture story?
- Why do you think Jesus used creation to
teach about God rather than just saying
exactly what he meant?
OR
b)In small groups, the students are given the
references only for the Scripture stories in the
Teacher Note above, for example [Matthew 6:28].
In each case the students identify:
to what element of creation Jesus is drawing
peoples attention
what information about this element is being
inferred in the text
what Jesus might have found beautiful about
this element
what Jesus use of this element might teach
people about God.
Prayer in Creation
Invite the students
to find, stay with and
focus upon one
element of creation
found in the school
environment. The
students could
journal their
responses to the
questions:
- What is beautiful
about this part of
Gods creation?
- What does this
part of creation tell
me about God?
Celebrating Our
Journey
M Brown
Song of Creation
continued
( continued)
B1 Jesus appreciated the different forms of
beauty in creation as a sign of Gods presence
( continued)
B1.1 Represents stories in which Jesus
showed appreciation of creation by
using examples from creation to
teach about God.
The students responses could be combined to
create a class bulletin board entitled, Jesus
appreciated beauty and variety in creation as
signs of Gods presence (or similar).
OR
c)Individually, in pairs or in small groups the
students create three-part:
pictures (triptychs)
dramas
mimes
dances
murals, etc.
for one of the Scripture stories (see Teacher
Background Material, p.12) in which Jesus
shows appreciation for creation by using
examples from creation to teach about God.
The parts could represent what the Scripture
says, the element Jesus is referring to and
how this might be expressed in a modern
example.
The students could attach captions or give
commentaries to their work that express:
to what element of creation Jesus is drawing
peoples attention
what information about this element is being
inferred in the text
what Jesus might have found beautiful about
this element
what Jesus use of this element might teach
people about God.
Focus Questions
- What do you think Jesus might have found
beautiful about the element of creation in
your Scripture story?
- Why do you think Jesus used creation to
teach about God rather than just saying
exactly what he meant?
Canticle of the Sun
5
B2.1 Compares human thirst to Gods
thirst for a relationship with people.
(continued )
through prayer
(continued )
Teacher Note
The relationship between this part of B2 and the
first part of C3 is that:
the focus of B2 is how the world would be if
everyone lived as God wants
the focus of C3 is how God is calling each
person to live so that the world will be as God
wants.
Teacher Note
Prior to the strategies in B2.1, recall with the
students that prayer is a gift God gave so that
people can:
talk to God
come closer to God
ask for what is good for them or others for
whom they pray
be friends with Jesus.
Just as God reaches out to human beings
through creation, God, who is also their Creator,
calls each person to relate closely with him.
One way in which people can relate closely, as
God wants, is through prayer. God so longs for
people to relate with him through prayer that
this longing can be compared to a great thirst
[Catechism 2560]. God thirsts for a relationship
with people as people would thirst for water
when parched and dry on a hot day.
a)The class brainstorms synonyms for the word
thirst, for example, longing, yearning,
appetite, eagerness, parched, etc. The students
create poems related to one of the words
generated that reflects a way in which thirst is
experienced, such as:
Yearning for water
Yearning for the cool touch of a few drops
Yearning for the icy sensation as it flows
down my throat
Yearning for the cool feeling throughout my
body
Yearning for the end of thirst
Yearning for water
The students could display and share their work
by writing their poems on coloured card cut out
in the shape of a water drop.
Focus Question
- If God thirsts for a relationship with people,
what does this say about God?
OR
b)The class brainstorms synonyms for the word
thirst, for example, longing, yearning, appetite,
eagerness, parched, etc. The students, in small
groups, create body movements and shapes as
each word is read aloud.
Eagles Wings
F Andersen
Write Now! A Guide
to Working with
Genres
pp139-162
Catholic Education
Office of Western
Australia
Come to the Water
Relax!
Appendix (i)
Thirst for Me?
(A Guided
Meditation)
6
B2.2 Expresses what the world would be
like if everyone prayed to God and
became more loving and good.
(continued )
(continued )
through prayer
( continued)
B2.1 Compares human thirst to Gods
thirst for a relationship with people.
Focus Questions
- What satisfies peoples physical thirst?
- What might satisfy Gods thirst for
relationship with people?
OR
c)The students participate in one or more of the
following activities that highlight the
significance of being thirsty:
Look at stimulus pictures of desert
environments, areas affected by salinity,
drought stricken areas, people at the beach
on a hot summer day, people exercising, etc.
Taste salty foods, for example, pretzels, salted
peanuts, potato crisps, salty plums, etc.
Exercise, for example, obstacle course,
aerobics, skipping, team games, etc.
Make a list of all the cold drinks that people
enjoy drinking on a hot day.
Share stories of times when they were very
thirsty.
Focus Questions
- What is the effect of thirst on people and
the environment?
- What satisfies peoples physical thirst?
- How might God thirst for a relationship
with people?
- What might satisfy Gods thirst for a
relationship with people?
a)In small groups, the students complete the
following chart, using words, drawings and
magazine or newspaper cut outs.
Difficulties in the World
Lack of care for the sick
Some people are lonely
Some people are without the basic needs for
survival:
- food
- shelter
- clothing
Damage to the environment
People damaging or stealing what belongs to
others
continued
As One Voice Vol 1
Willow Connection
Come as You Are
(continued )
(continued )
through prayer
Praying to God and becoming more loving and
good
All who are sick would have people to care
for them
Hospitals would be able to care for all those
who need medical attention
All people would have friends to care and
spend time with
Focus Question
- How might people, coming closer to God
through prayer, help loving and good things
to come about?
OR
b)Individually, in pairs or in small groups, the
students create displays indicating the ripple
effect that would result if everyone prayed to
God and was to become more loving and good.
OR
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Teacher Note
To experience the Promise of Christian Salvation
requires personal Christian conversion [General
Directory for Catechesis 53]. In the words of Jesus,
this means people must [Mark 1:15]:
Repent, and believe the gospel.
Religious Education contributes to their New
Evangelisation by helping students to understand
what is involved in repenting and believing.
Religious Education needs to help students
discover what exactly faith in Jesus Christ is
[General Directory for Catechesis 75].
The following content introduces Year Five
students to:
Jesus taught his followers to pray (C1)
ways members of Gods family the Church
pray (C2)
Jesus empowers his followers to respect the
possessions of others (C3).
C1.1 Explores the words, meanings and
intentions and scriptural origins of
The Lords Prayer (Our Father),
the Hail Mary and The Angelus.
(continued )
( continued)
through prayer
( continued)
c)The students identify in novels, television
programs, videos, magazines, etc. situations in
which people have not been loving or good.
The students suggest how each of these
situations may have been different if the
characters had prayed to God and become more
loving and good. For example:
In the story The Twits, how might the
characters, Mr and Mrs Twit, act differently
towards each other or towards Mugglewump
if they prayed to God and became more
loving and good?
In the movie Matilda, how might Trunchbull
act differently if she prayed to God and
became more loving and good?
In the Harry Potter books, what actions
does Voldermort perform, which are neither
good or loving. If Voldermort prayed to God
and became more good and loving what
could be the consequences?
Teacher Note
Prior to the strategies in C1.1, recall with the
students that Jesus taught many lessons about
prayer. Christians pray:
in the name of God, used at the beginning of
prayer with the Sign of the Cross and in the
Glory Be to the Father
to God the Father, (to Jesus, to the Holy
Spirit)
with others
alone
each morning and night
to Mary, the mother of Jesus.
Discuss briefly with the students the times,
places and ways in which each of the above
may be prayed.
Recall with the students that Jesus taught his
Apostles to pray to God as Father, through the
The Lords Prayer (Our Father), so that they
could become closer to God. Jesus also taught
that he wants people to come closer to God by
praying through Mary, whom he gave to them
as Mother of the Church [John 19:25-27].
a)Individually or in pairs, the students complete,
Directions for Mix n Match The Lords Prayer
(Our Father) or Stories and Prayers to Mary.
The students then explain their activity to other
class members, who completed a different task.
The students could then use their card
collection to play Fish, for example: Do you
have the intention for,
Thy Kingdom come?
OR
The Twits
R Dahl
Matilda
Harry Potter the
Chamber of
Secrets
J K Rowling
Formal Prayers
Appendix (ii)
Prayer Times of
Day
The students create
prayer cards or
decorative prayer
mats containing the
prayers named in
C1.1.
These could be used
as a focus for the
students during class
prayer times,
7a-c 8a-c
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C1.2 Represents ways followers of Jesus
respond to Gods call through
creation.
(continued )
(continued )
(continued )
C1.1 Explores the words, meanings and
intentions and scriptural origins of
The Lords Prayer (Our Father),
the Hail Mary and The Angelus.
b)Using Directions for Mix n Match The Lords
Prayer (Our Father) or Stories and Prayers to
Mary, the students cut the sections to create a
set of Concentration cards. The students play
Concentration by matching word, meaning and
intention with The Lords Prayer (Our Father)
cards by matching Scripture references and
phrases of the Hail Mary and
The Angelus.
OR
c)The class is divided into groups each of which
selects The Lords Prayer (Our Father), the Hail
Mary or The Angelus. Using The Lords Prayer
(Our Father) An Explanation or Stories and
Prayers to Mary the students make up actions
to each phrase in the selected prayer. Each
group provides a commentary on the meaning
and intention [The Lords Prayer (Our
Father)] or the related Scripture
(Hail Mary, The Angelus).
Teacher Note
Recall with the students from A3.1 that God is
always present and can be discovered through
creation. God tries to draw peoples attention
every moment of the day through creation.
Followers of Jesus can come closer to God as
they discover that God is reaching out to them
through creation, and respond to God through
prayer.
a)The students cut out pictures from magazines
and newspapers and create a wall display of
elements of creation that may attract people.
The students attach their responses to the
following Focus Questions (statements, poetry,
illustrations, etc.) to the wall display.
Focus Questions
- How might followers of Jesus praise God
while enjoying that element of creation?
- What is it about the element you selected
that may lead followers of Jesus to give
thanks?
- How might followers of Jesus give thanks as
they enjoy that element of creation?
OR
Song of Creation Celebrating Our
Journey
M Brown
7a-c 8a-c
7a-c 8a-c
(continued )
(continued )
creation.
b)Take the students on a nature walk of the local
area. The students reflect on what the elements
of creation observed on the walk might say to
people about God, and what people might say to
God as they enjoy these elements of creation.
The students record their ideas in their RE
books. Alternatively, a class Praising God in
Creation display could be created using the
ideas generated during the nature walk.
Focus Questions
while enjoying the element(s) of creation
observed on the nature walk?
thanks?
OR
c)The class brainstorms ways in which people
enjoy creation, for example, bush walking,
windsurfing, picnics, scenic drives, gardening,
etc. Individually, in pairs or in small groups, the
students role play ways in which people might
discover and then respond to God as they are
enjoying creation in one of the ways
brainstormed earlier.
Focus Questions
while enjoying one element of creation?
thanks?
OR
d)The class brainstorms ways in which people
enjoy creation, for example, bush walking,
windsurfing picnics, scenic drives, gardening,
etc. Individually, in pairs or in small groups, the
students create poems or songs, with
accompanying actions, that represent ways in
which people might:
discover God, through an element of
creation they enjoy
respond to God as they are enjoying
creation.
The students then share their poems or songs
with the class.
Praise for Creation
Appendix (iii)
Give Praise!
Invite the students
to create and
decorate cards using
verses chosen from
Psalms 65:8-13; 93;
96:10-13; 104:1-32;
148; Ecclesiasticus
(Sirach) 42:15;
43:33.
The prayer cards
could be kept in the
class sacred space
and used during class
prayer reflection
times.
OR
The students could
make individual
cards that could be
given to others, for
example, family
members.
continued
C2.1 Identifies what is required for a
balanced prayer life.
(continued )
C2 Ways members of Gods family the Church
pray
(continued )
( continued)
( continued)
creation.
Focus Questions
while enjoying one element of creation?
that may lead followers of Jesus to give thanks?
Teacher Note
Prior to the strategies in C2.1discuss with the
students the need for a balanced prayer life.
For a persons relationship with God to be
healthy, their prayer needs to be balanced; it
needs to include a range of prayers and prayer
intentions.
Balanced prayer will include:
remembering events in the lives of Jesus
and Mary
prayers people have learnt
prayers using a persons own words
silent prayer without words.
If any of the above are neglected, prayer lives
will suffer (see Teacher Background Material,
pp.15-17).
a)The students brainstorm the different ways they
can communicate with the people they love.
They then discuss and record ideas that express
the importance of communicating with others
in a variety of ways and for a variety of reasons.
The students suggest and record ways in which
people can communicate with God through a
balanced prayer life, that is, in a variety of ways
and for a variety of reasons. The students
suggestions could be displayed under a title such
as:
Prayer Life Balanced Communication with
God (or similar).
Focus Questions
- What are some of the ways you enjoy
communicating with people?
- Do you always communicate in the same
way, at the same times and for the same
reasons?
- Do you always talk about the same topics?
- How do you feel when people speak to you
only when they want something?
- What might be the result of an unbalanced
communication with someone?
- What might be the result of an unbalanced
prayer life?
continued
53
A Remembering
Heart
M Brown
A Remembering
Heart
(continued )
pray
(continued )
Journal Questions
communicating with God?
- Do you always communicate with God in the
same way, at the same times and for the same
reasons?
- Do you think that you have a balanced
prayer life?
OR
b) The students brainstorm a variety of physical,
emotional, mental and spiritual needs for the
optimum development of the human person, for
example, diet, prayer, exercise, friends, family,
etc.
Discuss the healthy food pyramid and the
consequences of neglecting certain foods in the
pyramid.
The students brainstorm things that could be
included in a healthy life pyramid, for example,
prayer, food, sleep, etc.
The students then construct their own personal
healthy prayer life pyramid.
Focus Questions
reasons?
- What might be the result of unbalanced
- What might to be the result of an
unbalanced prayer life?
Journal Questions
reasons?
prayer life?
OR
Health Education
Year 4 Resource
Sheets
Sheet 52
Ministry of Education
Western Australia
God Gives Songs
for Kids
Joint Board of
Christian Education
55
Its Your Turn to
Shine
K Morehu &
D Simmons
Shout to the
Heavens
Body Song
(continued )
pray
(continued )
c)The students brainstorm needs that people have
in order to maintain optimum physical,
emotional, mental and spiritual health, for
example, diet, prayer, exercise, friends, family,
etc. Each student selects one of the ideas
generated and writes it onto a stepping stone.
The stones are arranged to form a display with
the title A Pathway to a Healthy Life (or
similar). The students then add, to the display,
stepping stones of another colour that represent
a balanced prayer life as part of the healthy life
path. On each of these stones, the students
record ways in which people can communicate
with God through a balanced prayer life, that is,
in a variety of ways and for a variety of reasons
(see Teacher Background Material, pp.15-17).
Focus Questions
reasons?
Journal Questions
reasons?
prayer life?
OR
d)In groups, the students create a picnic basket
and fill it with items needed for a balanced food
diet. Talk about what happens when their diet is
not balanced.
Lead the students to an understanding that a
range of prayers are needed to create a balanced
prayer life, or a healthy prayer basket.
The students create a healthy prayer basket
containing what is needed to develop a
balanced prayer life. They may like to compare
this with the time they spend sleeping, watching
television, playing or at sport.
Healthy Prayer
Basket
With the students
help create a class
prayer basket that
contains prayers and
ideas for praying
based on material in
this unit, especially
C2.1. The basket
could be added to
over the remainder
57
Stepping Stone
Prayer
Each student is given
a stepping stone of
the same colour as
the prayer stones on
the class display.
Invite the students
to paste the stone
into their journal
and to write onto the
stone a conversation
with God about their
own prayer life.
continued
C2.2 Represents the four basic prayer
intentions and writes a prayer for
each intention.
(continued )
(continued )
pray
( continued)
Focus Questions
reasons?
Journal Questions
reasons?
- Do you think that you have a
balanced prayer life?
Teacher Note
Prior to the strategies in C2.2, discuss with the
students that Jesus taught, by his example and
words, four of the intentions that are needed for
balanced daily prayer. All need to be expressed
each day but not necessarily all at the same
time. These intentions are:
Praise
Thanks
Petition
Sorrow, or prayer for forgiveness.
Using Prayer Intentions, briefly outline
to the students the characteristic of
each intention.
a)Individually, in pairs or in small groups, the
students using Prayer Intentions design posters
that advertise one of the prayer intentions, for
example, Praise. Each poster should represent:
a brief description of one of the prayer
intentions
events from the lives of Jesus or Mary that
represent the chosen intention
how people might pray the intention in
relation to creation
learned prayers that would be appropriate in
praying the intention
prayers in the students own words,
representing the intention, which people
could pray.
Kids Praise 3
Maranatha Music
of the year. The
basket could be
available for the
students to borrow to
share and pray with
their family.
59
Its Time to Praise
the Lord
Psalm Intentions
The students locate
prayers of praise,
thanks, petition
and/or sorrow in the
Book of Psalms.
The students could
be invited to pray
one of the psalms
using any of the
ideas from Praise
for Creation
[Appendix (iii)].
Alternatively, the
students could use
the chosen ideas to
pray Psalms 46, 117
or 150 (Praise); 145
(Thanks and Praise)
or 1, 121,130 or 142
(Petition).
continued
9a-b
(continued )
pray
(continued )
each intention.
On completion, the students study other posters
representing the three remaining prayer
intentions. They then write a prayer for each of
these prayer intentions.
Journal Questions
- Which prayer intention do I pray most
often? Why?
- What would be a good timetable for me for
balanced daily prayer using
the four intentions?
OR
b)Individually, in pairs or in small groups, the
students using Prayer Intentions design
pamphlets or brochures that advertise one of the
prayer intentions, for example, Praise. Each
pamphlet or brochure should represent:
intentions
could pray.
On completion, the students study other
pamphlets or brochures representing the three
remaining prayer intentions. They then write a
prayer for each of these prayer intentions. The
completed brochures could be kept in the foyer
of the church or school office for a period of
time, enabling others to learn about each of the
four basic prayer intentions.
Journal Questions
often? Why?
OR
c)In small groups, using Prayer Intentions, the
students read and discuss one of the four basic
prayer intentions, for example, Praise. The
group find examples of the chosen prayer
intention from prayer books, Mass books, family
prayers, school prayers, class prayers, etc.
Praise for Creation
Appendix (iii)
61
Hi God 3
C Landry
We Come to Ask
Your Forgiveness
continued
God Is
M Brown
Sing Alleluia
9a-b
10
9a-b
10
(continued )
pray
(continued )
each intention.
The students then write a report, in their RE
books, on the chosen intention. The report
should include where possible:
intentions
could pray.
The students read reports from other groups,
outlining the three remaining prayer intentions.
They then write in their RE books a prayer for
each of these prayer intentions.
Journal Questions
often? Why might this be?
OR
d)Individually, in pairs or in small groups, the
students develop a five-frame prayer
advertisement that will be flashed onto the big
screen during half time at the AFL Grand Final.
Each advertisement should represent:
Frame One - a brief description of one of the
prayer intentions
Frame Two - events from the lives of Jesus or
Mary that represent the chosen intention
Frame Three - how people might pray the
intention in relation to creation
Frame Four - learned prayers that would be
appropriate in praying the intention
Frame Five - prayers in the students own
words, representing the intention, which
people could pray.
The students view advertisements from other
groups, promoting the three remaining prayer
intentions. They then write in their RE books a
prayer for each of these prayer intentions.
63
Children of the Light
M Mangan
Clap Alleluia
Celebration
P Kearney
Peacemaker
Great Prayer Box
Using the Great
Prayer Formula the
students are invited
to write prayers of
praise, thanks,
petition and sorrow.
The prayers could be
used to create a class
collection or box of
prayers. This could
be used during
individual or class
prayer.
The students could
take the box of
prayers home to
share during family
prayer.
9a-b
10
10
C2.3 Names times that could be set
aside to respond to the Creator.
(continued )
(continued )
pray
( continued)
each intention.
Journal Questions
OR
e)In pairs and using Prayer Intentions, the
students read and discuss one of the four basic
prayer intentions, for example, Praise. Each
student chooses one prayer intention and
creates a clay sculpture that represents this
intention. Once completed, each student
develops a commentary for their sculpture,
which includes:
a brief description of the chosen intention
praying the intention.
The students write, and attach to their
sculpture, a prayer in their own words,
representing the intention, which people could
pray.
The students view sculptures from other groups,
expressing the three remaining prayer
intentions. They then write a prayer for each of
these prayer intentions, in their RE books.
Journal Questions
a)Provide students with the opportunity to
respond to the Creator by setting aside five
minutes for prayer. Ideally this will be at a set
time each day, for example, first thing in the
morning, after recess, before going home, etc.
During this time the students:
look at creation to see what attracts them
study more closely what has attracted them
praise God for what attracts them or thank
God for what they have received from
creation.
Storymakers Tape
Collins Dove
Thankful Chant
65
Song of Jubilee
Mercy College
For the Beauty of
the Earth
Praise for Creation
The students could
use one of the prayer
examples contained
on Appendix (iii) as
a way of responding
to the Creator.
Praise for Creation
Appendix (iii)
Prayer Ideas
Appendix (iv)
9a-b
10
9a-b
10
continued
C3.1 Generates ways people follow/do
not follow the Two Great
Commandments by responding/not
responding to the God-given right
of others to enjoy beauty.
(continued )
(continued )
( continued)
C2.3 Names times that could be set
aside to respond to the Creator.
( continued)
pray
The students could write examples of prayers of
praise or thanks in their RE books which could
be used during this time. As a class, the students
then nominate the best time to spend five
minutes in prayer.
OR
b)The students decide on a time during the day
(at school or at home) when someone their age
could spend five minutes responding to God
calling them through creation.
The students create a prayer plan in which they
allocate a place and time for prayer. The
looking, studying, praising format (see Teacher
Background Material, p.17) could also be
included in the prayer plan.
OR
c)Using My Prayer Record the students could
identify times during the day when someone
their age could spend five minutes
responding to God calling them
through creation. My Prayer Record
could be used as a means of helping
students keep a record of their prayer.
Teacher Note
Jesus gave his followers Two Great
Commandments to empower them to live like
him [Luke 10:27; Matthew 22:39]. One way
people love God and their neighbour is by
respecting the God-given right of others to
enjoy all the beauty of creation wherever they
may live.
a)Share with the students one of the suggested
books or another appropriate story.
Focus Questions
- What is the damage caused by the people in
the story?
- How might this damage affect future
generations?
- In what ways did people in the story fail to
live the Two Great Commandments of Jesus?
- What may have been the outcome if the
Two Great Commandments of Jesus had
been followed?
OR
67
Oi Get Off Our
Train
J. Burningham
Prayer Along the
Way
The students could
be invited to pray
prayers of thanks,
praise, petition or
sorrow on their
journey to
implement their
suggestions for
promoting the Two
Great
Commandments of
Jesus.
Where the Forest
Meets the Sea
J Baker
The Deliverance of
the Dancing Bears
E Stanley
The Fisherman and
the Theefyspray
P Jennings
2
Secrets of the Rain
Forest
D Pugh &
M Dunkle
C3.2 Generates examples of how to live
the Seventh Commandment by
respecting others possessions.
(continued )
(continued )
( continued)
C3.1 Generates ways people follow/do
not follow the Two Great
Commandments by responding/not
responding to the God-given right
of others to enjoy beauty.
b)Invite the students to bring to the class songs by
individuals or groups who are concerned for the
welfare of the environment, for example,
Salt Water, Rip Rip Woodchip, etc.
Focus Questions
- What are the concerns of the writer of the
song?
- In what ways does the writer of the song
highlight people following/not following the
Two Great Commandments of Jesus, because
of the way people are respecting/not
respecting the God-given right of others to
enjoy all the beauty in creation?
OR
c)The students collect media examples of
individuals or groups who are following/not
following the Two Great Commandments of
Jesus, because of the way people are
respecting/not respecting the God-given right of
others to enjoy all the beauty in creation.
Focus Questions
- In what ways are the Two Great
Commandments of Jesus being followed/not
followed?
Teacher Note
Talk with the students about the meaning of the
Seventh Commandment and ways people
keep/do not keep this Commandment (see
Teacher Background Material, pp.17-18).
a)In groups the students construct arguments in
the affirmative or negative to the statement,
People today cannot keep the Seventh
Commandment. These arguments could then
be used in a class debate.
OR
b)In groups, the students devise practical, simple
ways that all in the school community
(students, staff, parents and parishioners) could
live out the Seventh Commandment in the
school environment: for a day, week, term or
year. These ideas could be recorded, decorated
and displayed throughout the school.
OR
69
Rip Rip Woodchip True Blue Album
J Williamson
Breathing Life into
the R.E. Classroom
Catholic Education
Office Bathurst
Prayer of Sorrow
During class prayer
time the students
could pray a prayer
of sorrow, for
example: Lord Jesus
Christ, Son of the
living God, have
mercy on me, a sinner
for the times they
have deliberately
taken or failed to
return what
belonged to
another.
Help Yourself Album
J Lennon
Salt Water
C4.1 Reviews and expresses the main
ideas of the unit.
(continued )
( continued)
( continued)
C3.2 Generates examples of how to live
the Seventh Commandment by
respecting others possessions.
c)In groups, the students create reminders of how
to live the Seventh Commandment. Each group
could be assigned one of the following ways to
advertise their reminder:
a soap box speech in the school assembly
area at lunch time
lunch time announcements over the public
address system
reminders in the school newsletter
bookmarks for the school library
decorate lunch bags for the school canteen
construct door knob hangers for every door
knob in the school
a sandwich board to stand by the school gate
at the end of the day
a skit for an assembly item
using chalk, design a reminder on the
basketball court, footpath, etc.
compose a rap song and take it on a tour of
the classes in the school
screen print the advertisement on a T-shirt
or fabric.
Teacher Note
Prior to the strategies in C4.1, provide
opportunities for the students to look at work
completed and talk about the understandings
covered in the unit, using the following:
Focus Questions
- What were your favourite pieces of work?
- Why did you choose these pieces of work?
- What were these pieces of work about?
- What do these make you think about ways in
which you can care for creation, pray or keep
the Commandments?
a)Provide opportunities for the students to reflect
upon the understandings covered in the unit,
particularly ways in which people can continue
to reflect God by caring for creation, praying
and keeping the Seventh Commandment.
The student could review and summarise the
learning through:
mural
frieze
billboard
collage
poster
banner
picture book
computer slide presentation, etc.
OR
Formal Prayers
Appendix (ii)
Creation Gives
Praise!
(Eucharistic
Celebration)
71
Prayer Ideas
Appendix (iv)
11a-b
( continued)
( continued)
C4.1 Reviews and expresses the main
ideas of the unit.
b)Using Helping to Shape Creation, the students
individually or in pairs, record some of their
learning throughout the unit as well as
questions they still have about God who created
all the variety of beauty in creation, and with
whom people can relate through prayer. The
students responses could be displayed to create
a Helping to Shape Creation.
OR
c)The students complete, Wonder, Pray Now
What?!
73
4a-b
3
Formal Prayers
Appendix (ii)
Section Four
Activity Sheets
Activity Sheet 1
Program of Work Reference A2.1(b)
An Interview With God
(Write your own questions to God about the variety of beauty in creation.)
Why ________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
How __________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
When ________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Where________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
What ________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Activity Sheet 2
All Creation Give Thanks Program of Work Reference C2.3(c) 78
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Helping to Shape Creation
On the shapes below, name what you have learned about ways people can continue to try to
care for creation, to pray and to keep the Seventh Commandment.
Activity Sheet 3
Program of Work Reference C4.1(b) All Creation Give Thanks 79
Activity Sheet 4a
All Creation Give Thanks 80 Program of Work Reference C4.1(c)
Wonder, Pray Now What?!
(Anonymous Self Assessment)
God created the variety of beauty across the world. What do you find wonder
full about the variety of beauty across the world?
How would you explain to someone God thirsts for relationship with people?__
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
What surprised you most about the Seventh Commandment You shall not
steal? ________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Activity Sheet 4b
Program of Work Reference C4.1(c) All Creation Give Thanks 81
Write down two things you have enjoyed learning about prayer. ____________
______________________________________________________________________
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Name the activity you enjoyed most in this unit of work. Write a few sentences
about why you enjoy it so much. ________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Section Five
Resource Sheets
All Creation Give Thanks Program of Work Reference A1.1,A3.1(a)&(b) 85
Resource Sheet 1
Psalms of Praise
Gods Beautiful World
Loving God, we praise you for the wonders you have given us;
for the radiant sun,
for the clouds that drift lazily across the sky,
for the rain which gives life and growth
for the forests and pastures green,
for the oceans so wide and the flowers and birds.
We praise you for all the gifts you give to us.
All the earth rejoices,
it resounds with glory and praise to its Maker.
And, we too, thank you God with grateful hearts.
Give Thanks
(Read all or part of Psalm 104)
God, we thank you for the beauty
and splendour all around us.
The wonder and power of your
world continually sings your praise.
We thank you and praise you like the
psalmists of long ago.
For Creation We Praise You
God of all creation,
you bring us together
so that we can thank
and praise you
for all of creation.
You have created a
world of beauty and wonder.
May we not miss the
beauty in the fragile wing
of the butterfly;
or the majesty in timbers so tall.
We thank and praise you for all that
you have given us.
We praise you for the earth
and all who live on it.
We praise you for the daytime and night.
May your light always open our minds.
We know you are good.
You love us.
For all of the great things you give to us
Echo Prayer
The students repeat the phrases after the teacher using appropriate actions.
The teacher or student could lead these prayers.
Cumulative Reading
Begin reading the first phrase with a single soft voice.
Add volume and depth with more voices as the reading progresses.
This type of recitation can be used easily and with great effect
in school and parish prayer services and Masses.
All Creation Give Thanks Program of Work Reference A1.1(c),A3.1(a)&(c) 86
Resource Sheet 2
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Resource Sheet 3
Program of Work Reference A1.1(c) 87
Praise the Lord!
(v1, 3-4, 7-101)
Praise God, sun and moon;
Praise God, shining stars,
Praise God, highest heavens,
Praise God, waters above the heavens.
Praise God from the earth,
Sea creatures and all ocean depths;
Lightning and hail, snow and clouds,
Strong winds that obey Gods word.
Praise God, hills and mountains,
Fruit trees and forests;
All animals, tame and wild,
Reptiles and birds.
Praise the Lord!
(based on Psalm 148:3-4, 7-10)
Resource Sheet 4
Program of Work Reference A3.1(b) 88
God Was Present Then
(Guided Meditation)
Introduction:
Guide the students through a relaxation exercise [see Appendix(i)].
Find a comfortable position and I invite you, if you wish, to gently close your eyes. Be aware of
your breathing breathing in breathing out breathing in breathing out .
As we relax in our comfortable position, God is with us. Feel the presence of God with us
right now .
Go back in time to when you were a baby . God was present with you then .
Think about what your parents would have been like when they were about the same age as
you are now . What were they doing? God was present then too .
Go back in time to more than 200 years ago . Europeans stepped onto the shores of this
land that we now call Australia . What was it like for them? God was present then .
Continue back in time, one thousand, two thousand, ten thousand, forty thousand years and
even longer . During all this time the Aborigines have inhabited this land God was
present .
Imagine when Australia was joined to other continents . It was just one enormous piece of
land . God was present then .
Many millions of years ago gigantic creatures called dinosaurs roamed the earth . God was
present then .
When everything was created; the sun, moon, stars, earth, plants, animals, man and woman
and all living things God was present then .
Think of the time before creation when there was nothing but emptiness . God was present
then . God has been present long before time began and will continue to live on forever .
God will be present then .
Take a few minutes to reflect on:
What must God be like, who was in the beginning, is now and ever shall be? .
It is now time to return to the classroom . Be aware of your breathing and when you are
ready, slowly open your eyes .
Invite the students to move silently to journal writing and record their thoughts from the
meditation. Conclude with the prayer Glory Be to the Father (Gloria Patri)
[see Appendix (ii)].
Resource Sheet 5
All Creation Give Thanks Program of Work Reference B1.1 89
Canticle of the Sun
(St Francis of Assisi 1182-1226)
Most high, all powerful, good Lord,
All praise, glory, honour and blessing are yours!
To you alone, Most high, do they belong
And no one is worthy to pronounce your name.
All praise be yours, my Lord, in all your creatures,
Especially Sir Brother Sun who brings the day;
And you give light to us through him.
How beautiful he is, how radiant in his splendour.
Of you, Most High, he bears the likeness.
All praise be yours, my Lord, for Sister Moon and Stars;
In the heavens you have formed them, bright and precious and clear.
All praise be yours, my Lord, for Brother Wind and the Air,
For Cloud, for Clear, and all weather
By which you nourish all creatures.
All praise be yours, my Lord, for Brother Fire;
by whom you light up the night.
How beautiful he is, how happy, how mighty and strong.
All praise be yours, my Lord, for mother Earth;
Who feeds us, governs us
And produces various fruits and flowers of many colours and herbs.
All praise be yours, my Lord, for those who forgive one another for love of you
And who endure weakness and tribulation.
Happy are they who endure, for you, Most high,
They will be crowned.
All praise be yours, my Lord, for our Sister Physical Death;
From whom no one living can escape.
Woe to those who die in serious sin!
Happy are those she finds, walking by your most holy will,
The second death can do them no evil.
Praise and bless my Lord,
And give thanks to him and serve him
With great humility.
Resource Sheet 6
Program of Work Reference B2.1 90
Thirst For Me?
(A Guided Meditation)
Guide the students through a relaxation exercise [see Appendix (i)].
Close your eyes if you wish concentrate on your breathing, but do not change
its rhythm . Imagine that you are walking with Jesus on a journey through a
desert you feel very safe with Jesus by your side . It is a very hot afternoon
and you have been walking with Jesus for an hour you can feel the heat of the
earth through the soles of your sandals . You look into the distance and notice
the shimmering effect of the heat radiating off the deserts surface . It looks as if
there is an ocean about five hundred metres ahead, yet you know that it is only a
mirage . You notice that Jesus is beginning to slow down you match your
step with his and continue to plod along in silence beads of perspiration begin
to trickle down the side of your face . You are thankful that you have worn a
hat to protect your head from the suns strong rays You begin to notice a
dryness in your mouth sweat is beginning to roll freely down your face your
tongue seems to fill the whole of your mouth . You are desperate for a long, cool
icy cold glass of water . Im thirsty! you say . Jesus stops walking and you
stop as well . Jesus looks at you Just like you thirst for water, God thirsts for
you. You think about his words . What do they mean? God wants to draw
you closer. says Jesus, When people pray they satisfy Gods thirst for relationship
like a cool refreshing drink on a hot summers day. .
What would you like to say to Jesus?
You sit down with Jesus and talk with him about what he has just said . Listen
as Jesus responds to you . When you have finished talking to Jesus he offers you
a drink from a container he carries . It tastes cool and refreshing .
It is time to return to the classroom now . Say goodbye to Jesus .
Become aware of your breathing . Take all the time you need to come back to
full awareness you might like to stretch and when you are ready, open your eyes.
Invite the students to journal their conversation with Jesus.
Resource Sheet 7a
Program of Work Reference C1.1 91
Directions for Mix n Match The
Lords Prayer (Our Father)
1. Using Mix n Match The Lords Prayer (Our Father)
(Resource Sheet 7b) cut out the individual cells from each of the
three rows.
2. The cells from the Words row are placed in one envelope.
3. The cells from the Meaning row are placed in another envelope.
4. The cells from the Intention row are placed in a third envelope.
5. The students match the Words and Meanings and check their
answers against the answer sheet.
(Resource Sheet 7c).
6. The students match the Intentions to the Words and Meaning
and check their answers against the answer sheet
(Resource sheet 7c).
7. The students explain to other groups how they completed their task
and the matches they made.
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Resource Sheet 7c
The Lords Prayer (Our Father)
(An Explanation)
WORDS MEANING INTENTION
Part One: Praise for God (Requests)
Our God is not just my Father. May all human beings experience
God the Father loves every Gods love.
human person on earth equally.
Father, Jesus called God Abba (dad). May every human being learn
that God is Father who loves
them more than could all human
mothers and fathers together.
who art in heaven, God is in heaven. May everyone know that God is
God hears people whenever everywhere and so close to
and wherever they pray. everyone.
Part Two: The Seven Requests
hallowed be thy name; Gods name is holy. The May everyone in the world
most important reason why Gods respect God.
name is special is that God
the Father loves everyone
perfectly.
thy kingdom come; The kingdom is the power May everyone allow God to
that God offers people to help make them more loving and good.
them become more loving and good.
thy will be done Gods will is that all people find May everyone keep Gods
on earth as it is in heaven. happiness by loving God Commandments.
and each other.
Give us this day our daily bread; People pray for: Please give everyone all
- everything they need that they need to live happy lives.
- those who do not have everything
they need.
and forgive us our trespasses People ask God to forgive them Please forgive all Christians of
as we forgive those who for the wrongs they do. They their sins. Please help all
trespass against us; need to remember to forgive others. Christians forgive others
who have hurt them.
and lead us not into temptation, People hope to be strong to Please help all not give in
do the right thing always. to temptations to sin.
but deliver us from evil. People ask God to save them from Please protect all people from all
evil in the world, which causes the bad things people do fight,
people to do wrong. bully, steal, murder and other
ways people hurt each other.
Amen. People say yes to this prayer and May all these prayers be granted.
mean what they have been saying.
Resource Sheet 8a
Program of Work Reference C1.1(a),(b)&(c) 94
Directions for Stories and Prayers to Mary
1. Using Stories and Prayers of Mary (Resource Sheet 8b) cut out the
individual cells from each of the three rows.
2. The cells from the Words row are placed in one envelope.
3. The cells from the Meaning row are placed in another envelope.
4. The cells from the Intention row are placed in a third envelope.
[Not applicable for The Angelus (Angel Prayer to Mary)
(Resource Sheet 8c)]
5. The students match the Words and Meanings and check their
answers against the answer sheet
(Resource Sheet 8b-8c, uncut copy).
6. The students match the Intentions to the Words and Meaning
and check their answers against against the answer sheet
(Resource sheet 8b-8c, uncut copy).
7. The students explain to other groups how they completed their task
and the matches they made.
Resource Sheet 8b
Program of Work Reference C1.1(a),(b)&(c) All Creation Give Thanks 95
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Resource Sheet 8c
All Creation Give Thanks Program of Work Reference C1.1(a),(b)&(c) 96
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Resource Sheet 9a
Program of Work Reference C2.2(a),(b),(c),(d)&(e) All Creation Give Thanks
Prayer Intentions
Prayer of Thanks
Jesus frequently thanked God his Father [Matthew 15:36 and 26:27; John 6:11 and 11:41].
Prayers of thanks identify specific blessings or help given by God and say thank you for them.
Examples include thanking God for:
parents and families
the variety of beauty in the world
good things that have happened
prayers answered
food
friends, etc.
Apart from using our own words, people give thanks through learned prayers such as Blessing
After Meals [See Appendix (ii)].
Prayers of Petition
Jesus often prayed to God, his Father [Luke 22:42; 23:34; John 17:9-26].
Asking prayers or prayers of petition, place before God our own and others needs.
Any need can be placed before God.
Jesus told his followers, Ask and it will be given you [Matthew 7:7]. However, especially
pleasing to God are prayers for help to:
do what is right
become more like God
help resist temptations.

Prayers that ask for what others need are also especially pleasing to God because they are
prayers of love.
Apart from using their own words, people can ask requests of God by praying learned prayers,
such as The Lords Prayer (Our Father), which includes seven petitions or requests.
Jesus also taught people to never stop asking for what they need [Luke 11:5-8 and 18:1-8].
Resource Sheet 9b
All Creation Give Thanks Program of Work Reference C2.2 98
Prayers of Praise
Jesus offered prayers of praise [Luke 10:21].
Prayers of praise honour and express appreciation for what we discover about God.
Examples include:
seeing beauty in the world may lead to praise God who is beautiful
discovering something good may lead to praise God who is good
feeling forgiven for wrongdoing may lead to praise God who always forgives etc.
We can learn of much to praise in God, not only from creation but from the life and teachings
of Jesus. We can praise God, for example, for Gods love, shown through Jesus care for those
who were sick or in need [Matthew 8:1-4; Mark 2:1-12].
Apart from using their own words, people can pray learned prayers in praise of God, such as
the Glory Be to the Father, the Gloria (Glory to God in the Highest) or other prayers [see
Appendix (ii)].
Prayers of Sorrow
Prayers of Sorrow ask God to forgive people for any wrong they have done.
While sin remains unforgiven, it is not possible for them to become closer to God.
Examples include asking God to forgive times:
they bully others
do not listen to parents
hurt other peoples feelings, etc.

Apart from using their own words, people can pray for forgiveness through learned prayers,
such as:
the last part of The Lords Prayer (Our Father)
a Prayer of Sorrow such as The Jesus Prayer, which, ideally, people pray at night after
thinking back over any wrong they may have done during the day:
Lord Jesus Christ, Son of the living God, have mercy on me, a sinner.
OR
O my God, I am very sorry that I have sinned against you, because you are so good and with
the help of your grace, I will not sin again.
Resource Sheet 10
Program of Work Reference C2.2(a),(b),(c),(d)&(e) All Creation Give Thanks
Great Prayer Formula
Many children find it difficult to pray in their own words. Providing a prayer formula guide,
for the childrens efforts to compose their own prayers, may be a great help. This has the
advantage of personalising prayer for them. Begin by composing a class prayer together before
asking students to write a prayer of their own.
The great prayer formula stands for the five sections of the prayer.
Greeting Reason Emotion Action Thanks
Greeting In this first step we need to greet God in a familiar way, for example, as
a loving father.
Reason This second step is the reason for praying. It may be a prayer asking for
Gods help or giving thanks for a particular blessing.
Emotion The third step asks us to express how we may be feeling, for example,
afraid, happy or worried.
Action The fourth part of the action. We ask God for what we need. It may be
good health or help.
Thanks This final part deals with thanks. We give thanks for all Gods help
past, present and future.
A Prayer of Thanks
Loving Father,
We have much to be thankful for.
We are happy and delighted
because Mum has brought our
new baby brother home from hospital.
Please help Mum and Dad look after him.
Thank you for giving us this baby brother.
Amen
Adapted from Creativities 101 Creative Activities for Children to Celebrate Gods Love.
Ave Maria Press, Indiana, 1992.
Resource Sheet 11a
All Creation Give Thanks Program of Work Reference C4.1 100
Eucharistic Celebration
Creation Gives Praise!
(For further planning ideas see,
A Planning Guide for Celebrating Liturgy in Catholic Schools)
Opening Song: Song of Creation from Celebrating Our Journey by M Brown or
Come to the Water from Eagles Wings by F Anderson or another
appropriate song.
Penitential Rite:
Lord have mercy
Response: Lord have mercy
Christ have mercy
R: Christ have mercy
Lord have mercy
R: Lord have mercy.
Opening Prayer: God you are always present, we thank you for the variety of beauty
across the world. May your gifts of creation help bring us closer to you.
We make our prayer through Christ, our Lord.
Response: Amen.
Gospel: Matthew 6:25-29.
Celebrant: This is the Gospel of the Lord.
Response: Praise to you, Lord Jesus Christ.
Homily: Some themes may include:
the variety of beauty in creation as signs of Gods presence
through the Seventh Commandment Jesus calls his followers to care
for creation and to respect the possessions of others.
Prayer of the Faithful
Introductory Prayer:
God you are always present, we know you thirst to be close to us, listen
to the prayers we bring before you.
(Invite the children to prepare the petitions for the Prayer of the
Faithful. These petitions could be written from prayers composed in
C2.2.)
Response: Lord, hear our prayer.
Concluding Prayer
God who listens to us, we ask you to grant our prayers through Christ
our Lord.
Response: Amen.
Resource Sheet 11b
Program of Work Reference C4.1 All Creation Give Thanks 101
Preparation of the Gifts
Prayer Over the Gifts:
God who is always present, may the gifts we offer bring us closer to
you.
We ask this through Christ our Lord.
Response: Amen
Holy Holy
Eucharistic Prayer For Children II
Great Amen
The Lords Prayer (Our Father)
Lamb of God
Communion Song: Come As You Are from As One Voice Vol. 1 by Willow Connection,
or another appropriate song.
Prayer After Communion:
God who is always present,
You give us food from heaven. As you thirst for our love, may we
always hunger for the bread of life.
We ask this through Christ our Lord.
Response: Amen.
Prayer Over the People:
Bow your heads and pray for Gods blessing.
Lord,
We rejoice that you are our Creator.
Renew us and keep us in you love.
Grant this through Christ our Lord.
Response: Amen.
May Almighty God bless you, the Father, and the Son and the Holy
Spirit.
R: Amen.
Recessional Song: One Ohana from Tales of Wonder by Marty Haugen or another
appropriate song.
Section Six
Appendices
Support Material
Childrens Literature
Songs and Music
Teacher Resources
Videos
Acknowledgements
Program of Work Reference A3.1,B2.1(b) All Creation Give Thanks 105
Appendix (i)
Relax!
1. Invite the students to sit with the base of their spine pushed firmly against the back of a
chair, the spine should be straight.
2. The students are invited to close their eyes for the duration of the exercise, however, the
decision to close their eyes should always be the student.
Teacher or Reader
a) Become aware of the sounds you can hear outside the room
(Leader names some of the sounds, with a short pause in between each sound.)
b) Become aware of the sounds inside the room
(Leader names some of the sounds, with a short pause in between each sound.)
c) Now become aware of your breathing .
aware of your breath as you breathe in through your nose
aware of your breath as you breathe out through your nose
again, aware of your breath as you breathe in through your nose
aware of your breath as you breathe out through your nose
(Continue with awareness of breath for five or six breaths).
d) Become aware of your forehead let it relax.
e) Become aware of the muscles in your face let them relax.
f) Become aware of your shoulders and let them relax.
g) Aware of your back where it touches your chair let them relax.
h) Aware of your arms let them relax.
i) Aware of your hands and fingers let them relax.
j) Aware of your buttocks where they rest on the chair let it relax.
k) Become aware of your thighs and let them relax.
l) Aware of your lower legs and let them relax.
m) Aware of your feet and toes and let them relax.
(Feel your whole body relaxed .)
[Steps c-m can be repeated.]
n) Become aware of your breathing .
Aware of your breath as you breathe in through your nose .
Aware of your breath as you breathe out through your nose .
Again, aware of your breath as you breathe in through your nose .
Aware of your breath as you breathe out through your nose .
o) Become aware of sounds inside the room .
Become aware of sounds outside the room .
p) Take all the time you need to come back to full awareness .
You might like to stretch .
And when you are ready, open your eyes.
Relaxation exercises can be used to relax students before meditation or Scripture or
just for relaxation!
All Creation Give Thanks Program of Work Reference C1.2,C4.1(a)&(b) 106
Appendix (ii)
P I
The following prayers are prayers introduced in previous years.
M LI
In the name of the Father, and of the Son, and of the Holy Spirit. Amen.
P I LI LI PM M
Glory be to the Father,
and to the Son, and to the
Holy Spirit:
As it was in the beginning,
is now, and ever shall be
world without end. Amen.
LI I (Our Father)
Our Father, who art in heaven,
hallowed be thy name;
thy kingdom come;
thy will be done
on earth as it is in heaven.
Give us this day our daily bread;
and forgive us our trespasses
as we forgive those who
trespass against us;
And lead us not into temptation,
but deliver us from evil. Amen.
PIM II IP
Bless(+)us, O Lord, and these your gifts
which by your goodness we are about to receive.
Through Christ our Lord.
R: Amen.
PIM I IP
We give you thanks for all your gifts, almighty God,
who lives and reigns now and forever.
R: Amen.
MP
Hail Mary, full of grace,
the Lord is with you;
blessed are you among women,
and blessed is the fruit of your womb, Jesus.
Holy Mary, mother of God,
Pray for us sinners
now and at the hour of our death. Amen.
Program of Work Reference C1.2,C4.1(a)&(b) All Creation Give Thanks 107
Appendix (ii)

The Angel of the Lord declared unto Mary,
R: And she conceived of the Holy Spirit.
Hail, Mary
Behold the handmaid of the Lord:
R: let it be done to me according to thy word.
Hail, Mary
And the Word was made flesh,
R: and dwelt amongst us.
Hail Mary
Pray for us, O holy Mother of God,
R: That we may be made worthy of the promises of Christ.
Let us pray;
Pour forth we beseech you, O Lord
your grace into our hearts,
that we, to whom the incarnation of Christ your Son
was made known by
the message of an Angel,
may, by his passion and Cross,
be brought to the glory of his
Resurrection,
through the same Christ our Lord, Amen.
I (Act of Contrition)
Lord Jesus Christ, Son of the living God,
have mercy on me, a sinner.
Or
O my God, I am very sorry that I have sinned against you,
because you are so good,
and with the help of your grace
I will not sin again.
M IM
Lord, I give you today my prayers,
thoughts, works, and actions,
that they may be for your glory
And for the good of the world.
Appendix (ii)
Program of Work Reference C1.2,C4.1(a)&(b) 108
LI
The Joyful Mysteries
1. The Annunciation of the Lord
2. The Visit of the Virgin Mary to Elizabeth
3. The Birth of the Lord
4. The Presentation of the Lord
5. The Finding of Jesus in the Temple

I believe in God, the Father almighty,
creator of heaven and earth.
I believe in Jesus Christ, his only Son, our Lord,
who was conceived by the Holy Spirit,
born of the Virgin Mary,
suffered under Pontius Pilate,
was crucified, died, and was buried;
he descended to the dead.
On the third day he rose again;
he ascended into heaven,
and is seated at the right hand of the Father.
He will come again to judge the living and the dead.
I believe in the Holy Spirit,
the holy catholic Church,
the communion of saints,
the forgiveness of sins,
the resurrection of the body,
and life everlasting. Amen.

Hail holy Queen, mother of mercy,
hail, our life, our sweetness, and our hope.
To you do we cry, poor banished children of Eve.
To you do we send up our sighs, mourning and weeping
in this valley of tears.
Turn, then most gracious advocate,
your eyes of mercy towards us,
and after this, our exile, show unto us
the blessed fruit of your womb, Jesus.
O clement, O loving, O sweet Virgin Mary.
LI M I
O my Jesus forgive us our sins
save us from the fires of hell,
and bring all souls to heaven
especially those who most need of your mercy.
Teacher Note
The students, in previous years have learned the basic prayers required when praying the Rosary (The
Sign of the Cross, the Glory Be to the Father, the Hail Mary and The Lords Prayer (Our Father) (See
previous pages). Prayers such as the Hail Holy Queen, the Apostles Creed and The Fatima Prayer
need not be taught at this level. It is sufficient that the teacher model these prayers during a time in
which the Rosary, or a decade of the Rosary is prayed.
(For further information on the history and prayers of the Rosary see Prayer Year Four, pp.77-83).
The Sorrowful Mysteries
1. Jesus in the Garden of Gethsemane
2. Jesus is Scourged
3. Jesus is Crowned with Thorns
4. Jesus Carries his Cross
5. Jesus Dies on the Cross
The Glorious (Triumphant) Mysteries
1. The Resurrection of the Lord
2. The Ascension of the Lord
3. The Descent of the Holy Spirit
4. The Assumption of the Virgin Mary into Heaven
5. The Queenship of the Virgin Mary
The Mysteries of Light (optional)
1. Jesus is baptised in the Jordan
2. Jesus self-revelation at the wedding of Cana
3. Jesus proclaims the Kingdom of God
4. The Transfiguration
5. Jesus institutes the Eucharist
Appendix (ii)
Program of Work Reference C1.1,C4.1(a)&(b) All Creation Give Thanks 109
Praying the Rosary
It is customary to commence the Rosary by making
the Sign of the Cross, then saying the Apostles Creed,
three Hail Marys and the Glory Be to the Father.
Each of the decades consists of one The Lords Prayer
(Our Father) followed by ten Hail Marys, then one
Glory Be to the Father. Some traditions finish each
decade with The Fatima Prayer.
The Hail, Holy Queen is usually said at the end of
the five decades.
Our Father
The Fatima Prayer
Glory Be
Ten Hail Marys
Hail, Holy Queen
Our Father
Glory Be
Three Hail Marys
Our Father
Apostles Creed
Sign of the Cross
}
All Creation Give Thanks Program of Work Reference A1.1,C1.2,C2.2,C2.3
Appendix (iii)
PRAISE FOR CREATION
Using Psalms 65, 93, 96:10-13, 104:1-32, 148 and
Ecclesiasticus (Sirach) 42:15-43:33, invite the students to:
Read and ponder some of the verses, then select a verse, a phrase or an image that attracts
them and make it into a bookmark.
Learn a verse or verses by heart. Pray them often.
Construct a verse bank. The students write onto a strip of cardboard their favourite verse
and decorate it. Place verses in a special box (the Verse Bank). Use the bank for
individual or class prayer.
Compose their own psalm about God the Creator of variety of beauty in creation.
Read a verse of a psalm. Choose an appropriate phrase from the same psalm as a group
response.
Pray alternate verses of a psalm by dividing the class into two groups.
Compose appropriate background music to accompany the psalms.
Paint large pictures of different verses of particular psalms. When praying this psalm as a
group, rather than giving a verbal response, sit in silence and respond to the picture or
pictures that have been painted.
Bring in photographs or pictures showing the variety and beauty of creation. Select a verse
from a psalm to match a picture. The combined picture and verse could be made into a
prayer card, greeting card, bookmark or fridge magnet.
Create a movement to accompany verses of the psalms.
Create an echo pantomime to one of the psalms or verses of the psalms.
Select a word or phrase from the psalms and use it as a mantra.
Appendix (iv)
Program of Work Reference C2.3,C4.1(a)&(b)
PRAYER IDEAS
Places to Pray!
Sacred Space
Set up a sacred space in the classroom and encourage the students to make their own sacred
space at home. Near the sacred space, place a picture (commercial or students work) related
to the present unit of work. The following items could also be placed in the sacred space:
a bible on a stand
a crucifix or religious statue
a colourful piece of material
flowers or plants
a candle
a religious picture, for example, an icon
items from nature, for example, shells, nuts, etc.
photos, toys, cards
sacramental symbols, for example, water, oil, bread, wheat, grapes, etc.
work from other Learning Areas.
Church or Chapel
Take advantage of the presence of a parish church or a school chapel. Take the students there
for prayer services, quiet reflection or personal visits.
Natural Environment
Keep in mind Gods natural world of bushland, beach, parks, gardens and even a green area of
the playground.
At Home
Encourage the students to pray in their bedroom or other quiet place. Also encourage them to
pray with others before and after meals and at family or other celebrations.
A Favourite Place
Encourage the students to find their favourite place to pray; a corner of the garden, the cubby
house, sitting with a pet, etc.
Appendix (v)
All Creation Give Thanks Program of Work Reference A1.1 112
Postures for Prayer
Standing a sign of respect
Sitting to relax and enjoy the
presence of God
Kneeling a sign of adoration and
repentance
Bowing a sign of humility
Lying flat on the back a comfortable way of praying
Walking slowly and thoughtfully
Holding arms a sign of praise
outstretched
Resting hands on lap, a sign of hope
palms up
Holding hands with a sign of community
others
T
Appendix (v)
Prayer Partners
One way to encourage prayer for others is
through prayer partners. The concept of
prayer partners also fosters a sense of
community within the classroom.
Invite the students to write their names on
pieces of paper or cards and put these into a
basket. Each student then draws the name of
another student to be his or her partner.
At different times during the day, or at the
end of class prayer, the students (and
teacher) are invited to take a moment of
silence to pray for the person whose name
they have drawn.
Encourage the students to pray for the needs
of that person both at home and at school.
Encourage them to ask God to give that
person the inner strength to face the
challenges in his or her life.
Appendix (v)
Ideas for Class Prayer
Encourage the students to bring from home items which are important to them, and which
are special to them (photographs, favourite places the family likes going to, favourite places
to eat, favourite places in creation). As a class, celebrate and thank God for these things.
Explore with the students ways in which relationships can be built between their class and
other students in the school. As a class, pray to God about successes and failures in their
efforts to build relationships, to care for creation or to live the Seventh Commandment.
As a way of building community within the class, everyone brings in old candles. These are
melted down to make one large class candle. Use the special candle at prayer times.
If there are families in the school experiencing difficulty (someone in hospital due to
illness, etc.) include these families in the class prayer each day.
Regularly read and discuss Scripture stories that show Jesus calling people to relationship
and welcoming those who sought his help.
Prayer of the Faithful.
Each morning start the day with prayers the students wish to offer. The prayers could be
started by the teacher or student leader:
Dear Lord, at the start of this new day we gather to pray for those in need
Conclude the prayer with:
God, our Father in heaven, we bring before you the prayers of each of us today; those
we have spoken and those in our hearts. We know that you listen to us and hear our
prayers and we entrust them to you through Jesus your Son. Amen.
Provide opportunities for students to reflect regularly on beauty in creation for which they
are grateful. The students sit in a circle and state one aspect of their family life for which
they would like to thank God.
Each child begins their prayer For the beautiful that
The remainder of the class responds with We thank you God for beauty in creation.
(Students should be allowed the opportunity to pass if they do not wish to share.)
Begin a lunch time prayer session. Once a week during lunch time, students from all
classes are invited to gather to pray The Rosary, the Angelus (see Appendix ii), or other
prayers could be prayed.
Invite the students to add their own prayer ideas to the suggestions above.
Appendix (v)
Praying the Psalms
The following ideas for prayer could be used as responses for any of the strategies in this unit
or included as ideas for prayer in the Family Prayer Basket (C2.1).
The students:
Read and ponder some of the verses, then select a verse, a phrase or an image that
attracts them and make it into a bookmark.
Learn a verse or verses by heart. Encourage the students to pray them often.
Construct a verse collection. They write onto a strip of cardboard their favourite verse
and decorate it. Place verses in a special box
Compose their own psalm about God, the Creator of beauty, who loves us.
Read a verse of a psalm. They then choose an appropriate phrase from the same psalm as
a group response
In two groups, pray alternate verses of a psalm.
Compose appropriate background music to accompany psalms.
In pairs, paint large pictures of different phrases of particular psalms. When praying this
psalm as a group, rather than giving a verbal response, the students are invited to sit in
silence and respond to the picture or pictures that have been painted.
Bring in photos or pictures showing some of the variety of beauty in creation. They
select a verse from a psalm to match a picture. The combined picture and verse could be
made into a prayer card, greeting card, bookmark or fridge magnet.
Create movement to accompany verses of the psalms.
Create an echo pantomime to one of the psalms or verses of a psalm.
Select a word or phrase from the psalms and use it as a mantra.
Place a psalm or verses of a psalm to music.
Appendix (v)
Praying the Scriptures . . .
Place or enthrone the Bible in a special place in the classroom where it is clearly visible.
Make the special place as attractive as possible. This can be done by using coloured cloths,
candles, a simple object from nature and/or art work done by the students during the unit
of work.
The Bible can be used in many ways to pray.
Use favourite New Testament stories as guided meditations, allowing the students time
to reflect on what they have heard. Focus questions often help students to reflect, for
example:
What did Jesus say to you?
What would you like to say to Jesus?
How would you feel if you were a particular character in the story?
Explore different ways of carrying the Bible in procession. Ribbons, candles, musical
instruments or dance could be used to reverently process the Bible before placing it on
the lectern or resting place.
The students could choose their favourite phrase from Scripture stories. Invite the
students to write these phrases in a class biblical prayer book. Students could choose a
phrase to pray during class prayer time.
Read a passage from the Bible to the students. Re-read the passage and ask the students
to listen for a word or phrase that strikes them. Invite the students to share the word or
phrase and what struck them about this word or phrase. Finally, read the passage again.
Help the students imagine the scene that is taking place in the Scripture passage they
are reading. Use questions: who, where, why and how, to explore whatever is not
explicitly stated in the text. These questions could be directed either to individuals or
groups. The students could then re-write or re-tell the story/message to a small group or
one other person.
Use melodramas and sound effects. The teacher could select suitable phrases or actions
to be added to a Scripture passage. For example, yea for the hero, sob sob to show
sadness. Make cue cards for the phrases and display as the story is told.
Memorise pieces of Scripture. Encourage the students to memorise Scripture so that it is
then available any time of the day or night to pray.
Scripture for memorising could include:
verses from the psalms
sayings of Jesus.
Invite the students to construct a memory book for Scripture pieces: decorate the
pieces, write them over and over, make them into book marks, bumper stickers, door
knob hangers, paint them or print them on something special.
SUPPORT MATERIAL
Childrens Literature
Applegate, K.A. (1997). Animorphs-The Andalites Gift, Scholastic, Sydney, New South Wales.
Arch Books. (1972). The Great Promise, Concordia Publishing, Missouri.
Arch Books. (1972). The Wicked Trick, Concordia Publishing, Missouri.
Arch Books. (1972). The World God Made, Concordia Publishing, Missouri.
Baker, J. (1989). Where the Forest Meets the Sea, Walker, London.
Burningham, J. (1989). Oi, Get off Our Train, Random House, London.
Dahl, R. (1989). Matilda. Jonathan Cape Ltd, England..
Dahl, R. (1982). The Twits, Puffin Books, Harmondsworth, England.
Durkle, M. & Pugh, D. (1994). Secrets of the Rainforest, Hyland House.
Hickman, M. (1993). And God Created Squash: How the World Began, Whitman & Co., Morton
Grove.
Jennings, P. (1995). The Fisherman and the Theefyspray, Penguin, Ringwood, Victoria.
Knowles, A. (1976). Fount Childrens Bible, Lion Publishing, Sydney, New South Wales.
Koman, N. (1991). The Dream, Ashton Scholastic, Australia.
Mackellar, D. & Nicholas, M. (1985). My Country, Greenhouse, Richmond, Victoria.
Maggs, W. (1985). The Rainbow Cave, Albatross Books, Sutherland, New South Wales.
Northeast, B. (1995). For the Love of Vincent, Heinneman, London.
Pascoe, G. (1994). Deep in a Rainforest, Era Publications, South Australia.
Reece, J. (1996). Lester and Clyde, Ashton Scholastic, Gosford, New South Wales.
Rowling, J.K. (1998). Harry Potter the Chamber of Secrets, Bloomsbury Publishing, London.
Rylant, C. & Moser, B. (1993). The Dreamer, Blue Sky Press, New York.
Shakleton, S. (1990). Little Tree and the Everlasting Forest, Greening, Australia.
Stanley, E. (1994). The Deliverance of the Dancing Bears, Cygnet, Nedlands, Western Australia.
Vyner, S. (1992). Artic Spring, Gollancz, London.
Songs and Music
Andersen. F. (1979). Come to the Water, Eagles Wings, Chevalier Press, Sydney,
New South Wales.
Armstrong, L. (1994). What a Wonderful World, The Ultimate Collection, RCA.
Brown, M. (1995). I Have a Song, God is, Emmaus Productions, Thornleigh, New South Wales.
Brown, M. (1992). Song of Creation, Celebrating Our Journey, Emmaus Productions, Thornleigh,
New South Wales.
Brown, M. (1991). A Remembering Heart, A Remembering Heart, Emmaus Productions,
Thornleigh, New South Wales.
Brown, M. (1990). If We Care, Naturally, A Simple World, Mother Earth, A Simple World: The
Voice of Children, Emmaus Productions, Thornleigh, New South Wales.
Brown, M. (1986). Our God is Good, Our God is Good, Emmaus Productions, Thornleigh,
New South Wales.
Brown, M. (1982). Take a Moment, Let the Children Come, Good Samaritan-Life Publications,
Frankston, Victoria.
Cosgrove, J. (1987). Sometimes Ive Been Good, Simple Songs Your Children Sing, Brisbane,
Collins Dove. (1992). Thankful Chant, Storymakers Tape 1, Melbourne, Victoria.
Grant, A. (1981). Thy Word, Amy Grant Choral Collection, Word Incorporated, USA.
Haugen, M. (1989). One Ohana, Tales of Wonder: A Musical of Storytelling, GIA Publications,
Chicago.
Joint Board of Christian Education. (1982). Body Song, God GivesSongs for Kids, Melbourne,
Victoria.
Kearney, P. (1987). Peacemaker, Celebration, Crossover Music, Welby, New South Wales.
Landry, C. (1979). Wonder of Creation, Bloom Where Youre Planted, North American Liturgy
Resources, Phoenix, Arizona.
Landry, C. (1977). Peace is Flowing like a River, Glory and Praise Volume I, North American
Liturgy Resources, Phoenix, Arizona.
Landry, C. (1975). We Come to Ask Your Forgiveness, Hi God 3, North American Liturgy Resources,
Phoenix, Arizona.
Lennon, J. (1988). Saltwater, Help Yourself Album, EMI.
Mangan, M. & Hehir, P. (1993). Children of the Light, Renew and Rejoice!, Litmus Publications,
Brisbane, Queensland.
Mangan, M. (1993). Clap Alleluia, Children of the Light, Litmus Productions, Brisbane, Queensland.
Maranatha Music. (1982). Its time to Praise the Lord, Kids Praise 3, California.
Mercy College. (1999). For the Beauty of the Earth, Song of Jubilee Mercy College, Perth, Western
Australia.
Morehu, K. & Simmons, D. (1994). Shout to the Heavens, Its Your Turn to Shine, Eclipse Music,
Langwarrin, Victoria.
OCP Publications. (1994). For the Fruits of this Creation, For the Beauty of the Earth, Rise up and
Sing, Portland, Oregon, USA.
Rice, T. (1979). Any Dream Will Do, Joseph and the Amazing Technicolour Dreamcoat, Novello,
Kent.
White, F. (1989). Soils aint Dirt, Soils Aint Dirt: Landcare Songs, Willow Connection, Sydney,
New South Wales.
Williamson, J. (1989). Rip Rip Woodchip, True Blue Album, Emusick Music, Matthews Publishing,
Australia.
Willow Connection. (1999). For the Beauty of the Earth, Come As You Are, Glory and Praise to
Our God, As One Voice Vol. 1, Sydney, New South Wales.
Word Music. (1995). Seek Ye First, Great Praise Songs for Gods Kids, Word Music, Nashville,
Tennesse.
Teacher Resources
Alexander, P. (1981). The Lions Childrens Bible: Stories from the Old and New Testament, Lion
Books, Yugoslavia.
Australian Catholic Bishops Conference Education Committee. (1999). Australian Religious
Education Facing the Challenges, National Catholic Education Commission.
Bretherton, B. (1995). Praying with Children, A Resource Book for Primary Teachers, Social
Science Press, Wentworth Falls, New South Wales.
Catholic Education Commission of Western Australia. (1998). A Planning Guide for Celebrating
Liturgy in Catholic Schools, Perth, Western Australia.
Catholic Education Office of Western Australia. (1991). Write Now! A Guide to Working with
Genres, Perth, Western Australia.
Childrens Mission. (1997). The Prayer Box II, Sydney, New South Wales.
Childrens Mission. (1995). The Prayer Box, Sydney, New South Wales.
Congregation for Catholic Education. (1997). The Catholic School (Australian Edition), St Paul
Publications, Homebush, New South Wales.
Congregation for the Clergy. (1997). General Directory for Catechesis (Australian Edition), St Paul
Publications, Homebush, New South Wales.
Donze, M. (1982). In My Heart Room, Ligouri Publications, Missouri, USA.
Flannery, A. (Ed.) (1996). Vatican Council II. Volume 1. The Conciliar and Post Conciliar
Documents, Costello Publishing, New York.
Garth, M. (1991). Starbright, Collins Dove, Victoria.
Gattis-Smith, J. (1989). 26 Ways to Use Drama in Teaching the Bible, Abingdon Press, Nashville.
Knowles, A. (1981). Fount Childrens Bible, Fount Paperbacks, London.
Libreria Editrice Vaticana. (1994). Catechism of the Catholic Church (Australian and New Zealand
Edition), St Paul Publications, Homebush, New South Wales.
Monternach, J. & Pfeifer, C. (1989). And the Children Pray, Ave Maria Press, Indiana.
Pope John Paul II, (1979). Catechesi Tradendae (Australian Edition), Society of St Paul, Homebush,
New South Wales.
Poussard, W. & McDonald, S. (1976). Saints, Dove Communications, Mulgrave, Victoria.
Reehorst, J. (1992). Guided Meditations for Children 2, Brown Publishing ROA Media Dubuque, Iowa.
Second Vatican Council, Paul VI, Pope. (1965). Pastoral Constitution on the Church in the Modern
World [Gaudium et Spes], Australian Catholic Truth Society, Melbourne.
Threlfo, W. (1993). Hello God, I just Wanted to Say, Marist Publishing, Drummoyne,
New South Wales.
Vatican website. (http://www.vatican.va)enter rosarium virginis mariae into Search window, and
follow prompts.
Videos
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ACKNOWLEDGEMENTS
Permission to use materials for non-commercial, educational purposes is gratefully acknowledged to:
Quotations from the English translation of the Catechism of the Catholic Church for Australia 1994 St
Pauls, Strathfield, Australia/Libreria Editrice Vaticana, used with permission.
Quotations from the New Jerusalem Bible, published and copyright 1985 by Darton, Longman and
Todd Ltd and Doubleday, a division of Random House Inc, and used by permission of the publishers.
Quotations from the Good News Bible, published and copyright 1988 by The Bible Society in
Australia Limited.
Excerpts from the English translation of the Rite of Confirmation, Rite of Blessing of Oils, Rite of
Consecrating the Chrism 1972, International Committee on English in the Liturgy, Inc. (ICEL);
excerpts from the English translation of The Roman Missal 1973, ICEL; excerpts from the English
translation of Rite of Penance 1974, ICEL; excerpts from the English translation of Eucharistic Prayer
for Masses with Children 1975, ICEL; excerpts from the English translation of A Book of Prayers
1982, ICEL; excerpts from the English translation of Book of Blessings 1988, ICEL. All rights reserved.
Every effort has been made to trace and acknowledge copyright. However, should any infringement have occured,
the publishers tender their apologies and invite copyright owners to contact them.

All Creation Gives Thanks

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All Creation Gives Thanks

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T H E T R U T H W I L L S E T Y O U F R E E

parents and families

the variety of beauty in the world

good things that have happened

become more like God

help resist temptations.

discovering something good may lead to praise God who is good

they bully others

do not listen to parents

hurt other peoples feelings, etc.

the last part of The Lords Prayer (Our Father)

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