Grade 4

Title/theme

Materials

Apostles Creed Prayer Book - Believing

Religion Curriculum Expectation

BL2 Big Ideas: In the articles of the Creed, we

profess our faith in mysteries and the Creed is
an authoritative summary of the central beliefs
of the Christian Faith
BL2: Demonstrate an understanding of the
resurrection of the Body and life everlasting
professed in the Apostles Creed and revealed
by Christ Jesus.

Class copies of the Creed

Internet access (research)
Cut (line by line) version of
the Creed

Ontario Catholic Graduate Expectations

A discerning believer formed in the Catholic Faith

community who celebrates the signs and sacred
mystery of Gods presence through word,
sacrament, prayer, forgiveness, reflection and
moral living.

An effective communicator, who speaks, writes

and listens honestly and sensitively, responding
critically in light of gospel values.

A collaborative contributor who finds meaning,

dignity and vocation in work, which respects the
rights of all and contributes to the common good.
A caring family member who attends to family,
school, parish and the wider community.

Guided Questions
What is a creed? (a statement of beliefs)
Why do you think the Apostles wrote down a creed? (to make a statement about what they believed and to
encourage unity among believers)
Why do you think the first part of the Creed deals with belief in God? (we are to love God above all things)
Do you think the Apostles said this Creed just among themselves or shared it with others?

Teachers and students may develop additional questions to guide their learning inquiry.

Learning Goals
At the end of this lesson, students will:
be familiar with the Apostles Creed
express meaning of the Apostles Creed in their own words
explain one section of the Creed in detail for the class book

Lesson Plan

Information Summary for teacher: The Apostles Creed is said to have been composed by the twelve
Apostles. It is basically a summary of what the Apostles believed to be the most important aspects of their
faith and is still recited by Catholics today. The beliefs expressed in this concise statement include events of
Christs life on earth, belief in one true God, and that of the Resurrection. It is important to discuss the
separate parts of the Creed with children and explain their meaning, so a deeper understanding of our
Catholic faith will be nurtured in them.
1. Introduce the Apostles Creed with your class by having a read aloud of the Creed. Discuss
vocabulary and context/ meaning as necessary. Read a few times and read together so that they
become more and more familiar with the words.
2. Allow the class to research the meaning of the Creed on the internet (providing suggested websites
is advised for this).
3. Discuss what the Creed means to the class after their research and reading. Depending on your
class, decide how you wish to break it down (as a class, in small groups, jigsaw, etc.)
4. Cut each line of the Apostles creed (to suit your class needs), hand them out. Have students write a
paragraph of what it means to them (provide examples if you wish).
5. The students are to illustrate their line and then the class will compose a class book of the Creed.
Perhaps a volunteer or group can decorate the cover.
Consider recording the class reading their book to play on a loop at the Faith Fair display. In addition, have
the book on display and perhaps some of the research done about the Creed.

Assessment

Use the Junior Faith Fair Rubric- see the last page

Grade 4
Title/theme

Materials
Computers for research
Shoe box or pizza box per saint
Saint in a Box (blue box in every
school)

Saint in a Box- Living in Communion

Religion Curriculum Expectation

Ontario Catholic Graduate Expectations

A discerning believer formed in the Catholic Faith

community who celebrates the signs and sacred
mystery of Gods presence through word,
sacrament, prayer, forgiveness, reflection and
moral living;

An effective communicator, who speaks, writes

and listens honestly and sensitively, responding
critically in light of gospel values;

A caring family member who attends to family,

school, parish, and the wider community;
A responsible citizen who gives witness to
Catholic social teaching by promoting peace,
justice and the sacredness of human life.

LC2: Understand how through the Church we

are encouraged to live a life of holiness.
LC2.3: Describe the actions of people and/or
organizations within the Church who encourage
us to live a life of holiness (e.g. prayer groups,
Legion of Mary, LArche).
LC2.4: Examine the lives of the saints and
explain how they are examples of hope that
inspire us to live a holy life.

Guided Questions
What does the word Saint mean?
Why are Saints special to us?
Can you think of any names of Saints, if so, what do we know about them?
Teachers and students may develop additional questions to guide their learning inquiry.

Learning Goals
At the end of this lesson, students will:
explore and discover the life of a saint
gain understanding about how the lives of saints can be examples for us that inspire us to live to live
a holy life

Lesson Plan

1. Introduce the word Saint- perhaps create a WEB (definition, what does this word mean to them, who
might it be? etc.
** link to FAQ about saints that might help you answer some of your students questions :
http://www.catholic.org/saints/faq.php
2. List Saints (some samples of saints use these links to help you get started)
http://www.catholic.org/saints/stindex.php
http://www.loyolapress.com/saints-for-kids.htm
http://www.catholicsupply.com/christmas/saint_meaning.html
or use the blue box found in the grade eight room or the library
3. Ask students to research one Saint- each student has a box to display their interpretation of their
miracles, symbols, the life of a Saint,
4. During presentation, student may dress up like the saint, or pretend to interview the saint

Assessment
Use the Junior Faith Fair Rubric- see last page

Grade 4
Title/theme

Materials

The Best of Me - Living in Solidarity

Adapted from:
http://gospelintheclassroom.weebly.com/

Resources included

Religion Curriculum Expectation

Ontario Catholic Graduate Expectations

A discerning believer formed in the

Catholic Faith community who
celebrates the signs and sacred
mystery of Gods presence through
word, sacrament, prayer, forgiveness,
reflection and moral living;

An effective communicator, who

speaks, writes and listens honestly and
sensitively, responding critically in light
of gospel values;

A self-directed, responsible, life-long

learner who develops and
demonstrates his/her God-given
potential;

LS1: Understand that there is a legitimate role and need for

the charism of authority to ensure and promote the
common good . . .
LS1.2: Define the difference between the exercise of
authority (i.e. having a sphere of responsibility for others)
and the use of power . . .
LS1.3: Identify those individuals in society who exercise
legitimate authority, who work and care for the good of all
people and explain why their role is important for the
proper functioning of the human community.

Guided Questions
How can you use the gifts/talents that you have received from the Holy Spirit to help others?
Can you think of someone who uses their talents to help others in Gods work? How do they use their
talents?
Teachers and students may develop additional questions to guide their learning inquiry.

Learning Goals
At the end of this lesson, students will:
Demonstrate an understanding of their own gifts and talents given to them
Apply their gifts/talents for helping do the work of God.
Apply new learnings to their lives.

Lesson Plan
1. Read the following scripture: 1 Corinthians 12:1 13, 27-31. Have a class discussion about spiritual gifts
and how the Lord serves others.
2. Think about your gifts and talents, the things you do well. It can be anything: sports, reading, writing,
cooking, listening, being a friend, drawing, etc. Brain storm a class list on the different gifts that people have
in life.

Now think of your own gifts and complete the worksheet in as much detail as you can and using all
your gifts. Connect your ideas to how you use them as servants of God.

3. Choose one part of your body that you like and write a descriptive paragraph or poem about it. Include
how this part of your body helps you to do Gods work on earth. Take a picture of that part and include it in
your class booklet. What I like about Me:
Some examples below
Part

Why?

Eyes

They let me see the world and all Gods creation.

Hands

They let me clothe and comfort the poor when I donate my clothes and toys

The best part of me:

Part of me

*why

eyes
hands
ears
mouth

Assessment
Use the Junior Intermediate Faith Fair- see last page

My Gifts and Talents

Some examples below
Part

Why?

Eyes

They let me see the world and all Gods creation.

Hands

They let me clothe and comfort the poor when I donate my clothes and toys

The best part of me:

Part of Me

Eyes

Hands

Ears

Mouth

Why

The Best Part of Me

by ______________

______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

______________________________________________________
______________________________________________________

Grade 4
Faith Fair Lesson Ideas
Faith Fair Ideas based on the Core Curriculum Concepts
1. Cross mosaic
Discuss the importance and symbolic meaning of the cross. List places where the cross can be
found. Create a mosaic representation using tissue and construction paper.
2. Stations of the Cross Tableau
Using the 14 Stations of the Cross group students to create a tableau. Photograph and mount
pictures for display and furthermore act it out for an assembly using spot lights and white sheets to
create a shadow tableau.
3. Beatitudes
Take the beatitudes and create a modern day photo essay to mount and display.
4. The Ten Commandments
Using the ten commandments from the bible rewrite it into the student words and give examples to
for them to draw and display it.
5. Serving Others
Illustrate how we serve others in our community using photo evidence of how your school serves
your community.
6. Claymation of a parable
Using clay make a diorama of one of the parable.
7. Explore sin and forgiveness- forgiveness box created by a class- decorate the box with student
work forgiveness
8. Symbols of the church Gods grace- listen to Your Grace is Not enough by Matt Maher- create a
PowerPoint of students work reflecting their interpretation

Grade 4
Faith Fair Lesson Ideas
Grade Four Core Curriculum Concepts from the 6 Strands:

Believing
o Four gospels Matthew, Mark, Luke and John
o The Apostle Creed
o Church is a place to worship where sacraments are celebrated
Celebrating
o Exploring the Sacraments
o Celebrating Mass
o Rituals, Prayers and Symbols
Living a Moral Life
o Beatitudes
o Grace
o Exploring Sin and Forgiveness
Living in Communion
o Living in the Church
o Communion of Saints
Living in Solidarity
o Role Models
o Social Teaching
o Proclaim the Gospel
Praying
o Lords Prayer

Religious Education Junior Rubric for Faith Fair

Topic: ________________________________________________________________________
Grouping (circle one):

Individual

Partner

Group

Assessed by (circle one):

Teacher

Self

Peer

Categories of Learning
and Specific
Expectations

Level 1

KNOWLEDGE AND
UNDERSTANDING
Knowledge and
Understanding of Religion
content (ex: scripture,
moral teachings etc)

Level 2

Level 3

Level 4

Demonstrates a
limited
understanding of
the topic, making
minimal (if any)
use of key facts
and concepts

Demonstrates
some
understanding of
the topic, and
makes adequate
use of key facts
and concepts

Demonstrates a
good
understanding of
topic, and makes
considerable use
of key facts and
concepts

Demonstrates a
thorough
understanding of
topic through
extensive use of
key facts and
concepts

Struggles with
critical thinking
skills to plan and
process
information from
inquiry and uses a
minimal amount of
originality

Uses developing
critical thinking
skills to plan and
process information
from inquiry with
some originality

Uses good critical

thinking skills to
plan and process
information from
inquiry with
considerable
originality

Confidently uses
critical thinking
skills to plan and
process information
from inquiry with a
high degree of
originality

Seldom expresses
and organizes
ideas and
information
logically, and
rarely uses
religious
vocabulary for the
topic.

Attempts to express
and organize ideas
and information
logically, and
sometimes uses
religious vocabulary
for the topic.

Routinely
expresses and
organizes ideas
and information
logically, and
confidently uses
religious
vocabulary for the
topic.

Consistently
expresses and
organizes ideas
and information
logically, and
proficiently uses
religious vocabulary
for the topic.

Technical writing
skills have limited
effectiveness

Technical writing
skills have some
effectiveness

Technical writing
skills are
considerably
effective

Technical
writing/oral skills
are demonstrated
with a high degree
of effectiveness

Makes few
connections and
seldom applies
knowledge of and
between various
contexts

Adequately makes
connections and
sometimes applies
knowledge of and
between various
contexts

Regularly makes
connections and
accurately applies
knowledge of and
between various
contexts

Clearly makes
connections and
accurately applies
knowledge of and
between various
contexts

THINKING
Use of critical thinking skills
to plan and process
information gathered for
inquiry

COMMUNICATION
Expresses and organizes
ideas and information
logically (oral, visual or
written) given grade level,
and uses religious
vocabulary, symbols and so
on as reflected by the topic

Technical written and/or

oral skills are demonstrated

APPLICATION
Makes connections
between various contexts
(past/present/future)
Application of knowledge
and skill transferred (ex:
from the Bible to daily life)
COMMENTS: