LESSON PLAN ONE A - Wondering at the Creator

Teaching Focus for the Lesson:

Key Understandings:
A1 - The purpose of this step is to assist the development of
childrens religious awareness. It aims to help them understand the A1 Wondering at living and non-living things
religious meaning of significant experiences an essential step for A2 Wondering at God who created living and non-living things (briefly)
both Evangelisation and New Evangelisation.

The children should be provided with opportunities to wonder, and Learning Points:
they need to celebrate (rather than merely understand) that God A1.1 Identifies living and non-living things
created everything. A2.1 Expresses wonder at God who created living and non-living things
(briefly)
A2 The aim is to encourage children to wonder. This is an
important skill for discovering God through creation, and to further
see what he is like.

Prior Knowledge

This is the introductory lesson for this RE unit. In Kindergarten, the students have explored the idea of Creation, and have been introduced to the
Creation story from the Childrens Bible. Now being in Pre-Primary, the students are aware that there is a God, and that he has an almighty power that
helped him create the world we live in today.
The students will explore the aspect of A3 once they have a better understanding of the aspects of A1 and A2.

Steps of the Lesson Resources

Introduction
5 mins 1. Before the lesson begins, the teacher will ask each group (blue, green, yellow, orange
and purple) one at a time to get their hats and line up at the door, ready to go outside to the
pre-primary playground.
Red and green hula hoops
2. The teacher will then lead the students outside onto the grass where they will sing make
a circle and form a circle to sit in. The teacher will put in the middle of the circle 2 hula
hoops for the next part of the lesson.
3. The teacher will begin the lesson by showing the students a caterpillar she found prior to Caterpillar in box
the lesson. She will pass it around in its box and ask the students what they think it is and
what it looks like:
I wonder if any of you know what this is?
 What does it look like?
Does it have any legs?
Does it move?
I wonder if this caterpillar is an animal, or a bug?
Is it alive?
Green hula hoop
The teacher will explain that the animal is alive and therefore, is called a living thing. Once
the caterpillar has been passed around the circle and is back with the teacher, the teacher
will put the caterpillar inside the green hula hoop. This hula hoop represents items that are
living. The teacher will give some other examples of living things such as plants, butterflies,
birds, etc.
4. The teacher will then take out a plastic shovel from the playground equipment. She will Plastic shovel
ask the students some questions about the shovel, to get on the topic of it being a non-
living thing:
What is this that I have in my hands?
What can you do with this tool?
I wonder if this object is alive, just like the caterpillar?
The teacher will explain that the shovel is not alive, and was made by a person, so therefore Red hula hoop
is called a non-living thing. It will be put in the red hula hoop next to the green one, which
represents items that are non-living. The teacher will identify some other non-living things
such as the playground, the fence, their hats, etc.
Strategies for Learning and Teaching
15 mins
5. The students will be sent off on a nature walk through the playground. They are to
attempt to identify things around them that are both living and non-living.

6. The teacher and assistants will be encouraging the children to see the differences in
shape and colour of these objects, as well as to stop and not only see, but to smell and
touch the things around them in the playground. Teachers will also help the children classify
the things they see to be living or non-living, and will get each student to take one thing
with them to bring back to the circle.

7. While out on this nature walk, the educators will encourage the children to ask wonder
questions:

I wonder how many different types of plants there are?

 I wonder why there are different coloured flowers?
I wonder why the birds are different sizes?

I wonder why the leaves fall off the trees?

I wonder how old this tree is?

I wonder how this playground got here?

I wonder how this watering can was made?

I wonder where all the bugs are living?

I wonder why rocks are so heavy?

Living/non-living things
8. The children will return to the circle with their object, or if they could not take the item,
they will return with an idea of a living or non-living thing they saw.

9. The teacher will ask each student individually what living or non-living thing they saw Hula hoops
while they were out on the nature walk. For students who could bring an item, the teacher
will help the student put this item in the correct hoop in the middle of the circle. For students
who could not bring their item to the circle, they will share what it is they saw and whether it
was living or non-living.
Conclusion
10. The teacher will summarise the lesson by discussing living and non-living things the
students had seen today, and will then, pose a wonder question to the students:
10 mins
I wonder who made these different living and non-living things?
The students will have a bit of time to think about this question, and can share by putting
their hand up. The teacher will explain that God created everything in the world using his
powers.
Asking this question at the end of the lesson will allow students to continue wondering for
the rest of the day. This will be addressed in more depth in the follow up lesson.
11. The teacher will recite the Sometimes I wonder prayer with some simple actions, and
the children will echo what she does.
Catering for Learner Diversity
Students who may struggle identifying living and non-living
things will be grouped with an EA who will work together with
them to identify them accordingly
Students who can independently identify living and non-living
things will be posed with more complex wonder questions
such as I wonder what the tiniest insect on the earth is? They
will also be encouraged to collect more than one item to
return to the circle for grouping living & non-living things
Evidence of Learning for Assessment and Reporting
Anecdotal notes will be recorded by an educator during the nature walk,
whenever necessary
A checklist will be on hand of the teacher during the circle time to assess
whether the students were able to identify a living or non-living thing in the
playground independently or with assistance
LESSON PLAN TWO B - The Promise of Christian Salvation

Teaching focus for the lesson:

Key Understanding:
Jesus cared for and enjoyed creation in many of the same
ways that people enjoy and care for creation today. He: B1 Jesus enjoyed and cared for living and non-living things
- Felt the warm sunshine on his face
- Saw the wind whipping up storms on lakes Learning Point:
- Enjoyed food and drink
- Appreciated birds, animals and flowers B1.1 Illustrates ways in which Jesus enjoyed and cared for creation
- Used parts of Gods creation in his work as a carpenter
- Commanded his followers to gather the fragments so
that nothing was wasted

It is important to tell Bible stories, especially ones that will

relate to the childrens life experiences.

Prior Knowledge:
The children have had experience wondering at living and non-living things. They are able to identify living and non-living things, and know that God is
the creator of all of these things, and of everything else.
Timing Steps of the Lesson Resources

Introduction
5 mins 1. The children will form a semi-circle, and will be reminded to sit with their hands in their
laps, legs in a basket, listening ears on, and mouths closed.

2. When the children are ready and sitting quietly, the teacher will go to the shelf, gently
pick up the Godly Play box and carry it carefully back to the semi-circle. The teacher will be
positioned where all the children can see.

3. The teacher will begin the lesson by telling the students they will be listening to a story Childrens Bible
today about creation, that comes from the special book, the Bible. The teacher will also
remind the students that it is Gods time now and that they must remember to be respectful.
 Strategies for Learning and Teaching
Godly Play Box
10 mins 4. The teacher will commence the Godly play from Matthew 6:25-34 (Do Not Worry),
following the steps from the script (as below).
Green Material
5. Lay out the green material and say:
I wonder what this could be? Allow the children to give some responses before saying: it
is very green and soft, this could be grass. Lets see what else we have for our story.

6. Place the blue material and say: Blue Material

This is a lovely cool place. Its very blue. I wonder what it could be? Allow the children
to respond before saying: It could be nice, cool water.
Put the trees on the green material. Dont say anything during this time, just allow the children
to watch.

7. Delicately place the small table, plates, food and jug on the green cloth. This is setting
the scene for the story. Say:
I wonder why the table and food is here? Allow the children to respond, then say: It
looks like someone might be having a meal.

8. Finally, take out the figures and place them around the table. Following this, bring out the
Jesus figure and put him in the middle of the others. Say:
I think we are ready to tell the story now, lets begin.
Jesus and his friends were out one day in the field. They were about to share a meal,
when one friend spoke up, expressing his worries.

9. Hold one of the figures and say:

My good friends, I am worried that if we feast today on this celebration, there will not
be enough food for us to last the rest of the week.
The rest of the group were worried now too, they did not want to eat.
But, Jesus was not at all worried.

10. Hold the Jesus figure, and move him around. Say:
Jesus spoke, my friends, I tell you, do not worry about your life, what you will eat or
drink; or about your body, what you will wear. Is life more than food, and the body
more than clothes?

11. Take out the birds from the box, and fly them around the field. Say:
Look at the birds in the air; they do not hide away in the barns, and yet, your
 heavenly Father feeds them. There is no need to worry, for the time you spend on
worrying is not worth it at all.

12. Take out the flowers and sprinkle them on the field. Say:
And why do you worry about clothes? See how the flowers of the field grow, they do
not play or work. And I tell you, that not even a King was dressed as beautifully as
these flowers.

13. Move the Jesus figure around the field. Say:

If this is how God created these flowers, even though they are bound to be
destroyed, will he not also look after you, even if you do not have faith in Him?

14. Move the Jesus figure back to the group. Say:

So do not worry saying, what shall we eat? or what shall we drink, for those who do
not believe will want these things too, and God knows that you need them just as
much.

15. Use the Jesus figure to pick up some food and begin eating. Say:
If you put your faith in Him, all these things will be given to you as well.

16. Let go of the Jesus figure and pause for a moment. Pose these wonder questions for
the students and allow for them to respond if they would like to.
I wonder, have you ever felt worried about something?
5 mins
I wonder, why were the people and Jesus eating in the field?

I wonder, what part of the story could have been left out?

I wonder, what part of the story most relates to you?

I wonder, what part of the story did you like the most?

I wonder, how can you put all your faith in Gods hands?

Slowly start packing away the equipment, one piece at a time back into the gold box. Fold
the material and close the lid, then ask a student to put it back where it belongs.

17. The teacher will explain to the students that this story was about Jesus enjoying and
appreciating creation, and will encourage the students to wonder about the type of things
 they think Jesus may have enjoyed (this will help them with the activity). The teacher will do Paper
10 mins a demonstration of a drawing of Jesus enjoying creation. The students will then return to the Crayons
tables where they too will draw a picture of Jesus enjoying creation. The teacher and any Pencils
helpers will assist by roaming. Texters

Conclusion
5 mins
18. When the time is up, the students are to pack away their things and return on the mat.
Here, they will be taught a prayer which will be one they will recite every day:

Jesus, you enjoyed creation

Help us to enjoy creation.
Jesus, you felt the rain on your face
Help us to enjoy the rain on our face.
Jesus you cared for creation by collecting what was left over
Help us to care for creation
Amen

Catering for Learner Diversity
For students who are struggling to think of ideas for their
drawing, the teachers can assist by prompting them with
ideas of things that Jesus may have enjoyed
During the Godly Play time, all students can be encouraged
to further wonder about the story. Students who may not be
contributing will need some encouragement
Evidence of Learning for Assessment and Reporting
A checklist will be created and attached to the students final work of Jesus
enjoying creation. If students draw a living/non-living thing with Jesus on their
artwork, they will have met the lesson objectives.
The teacher will conduct an informal assessment in the form of observations.
Students who are not contributing to the wonder questions will be noted down,
and will be further prompted.

LESSON PLAN THREE C Christian Response

Teaching Focus for the Lesson Key Understanding:
Jesus teaches that God cares for people and asks them to care for
C2 Jesus wants his followers to care for living and non-living things.
each other and for all creation. God provides water and the varieties
of food that animals need to survive. For plants God has created
Learning Point:
water, nutritious soil and the sun, which provides the light and
warmth that allows them to grow.
C2.1 Names ways they could care for living and non-living things.
Followers of Jesus are like God every time they care for and enjoy
creation, as Jesus did. They can do this when they:
- Care for animals and plant life
- Look at the wonderful colours in flowers
- Enjoy the sun and water
- Enjoy the wind, flying kites and watching leaves blow about
- Remember to put rubbish in the bin
- Recycle

Prior Knowledge:
Students are developing their wondering ability. They have wondered about living and non-living things, and the Creator of them. They have been
introduced to a story from the Bible, where Jesus showed his enjoyment for creation.
Timing Steps of the Lesson Resources

Introduction:
8 mins 1. The teacher will show this short video about living and non-living things. Students https://www.youtube.com/watch?v=p51FiPO2_kQ
will be asked to remember one living or non-living thing they see in the video,
particularly ones they think need to be cared for. Each student will share their thing White board and white board markers
with the whole class by putting up their hand and not calling out. The teacher will
write these down on the whiteboard, and will pose these wonder questions:
I wonder, how many living and non-living things there are in the world?
I wonder, why did God create these living and non-living things?
2. The teacher will explain that everyone is responsible to care for living creatures
and Gods world, and give some examples of how we can do that. Some wonder
questions to pose:
I wonder, how can we look after everything God has created?
I wonder, why is it important for us to look after living and non-living things?
Strategies for Learning and Teaching
25 mins 3. The class will be split into 3 groups to do some activities.

4. One group will be on the mat with the EA. They will be playing a drama game with dice. Dice with pictures of living & non-living things
There are two big dice with pictures on them, of living and non-living things. The EA will roll
the dice, and the children must act out what the dice lands on (for, example, chomp like
 crocodiles, fly like an aeroplane). When the dice lands on a picture and the children act out
the desired action, the EA will ask the students how they can care for that living/non-living
thing. For example, the dice lands on a tree. The children must act out being a tree, and
might suggest that we can care for the trees by watering them and not cutting them down.
Wonder questions to ask students:

I wonder, why do you think a crocodile chomps like this?

I wonder, how can we care for all the animals?

I wonder, how can we care for things we use, such as cars?

Salt dough
5. The second group will be with the teacher. Here, they will be making salt dough living and Paper
non-living things, which they will later paint when they dry. The students might create an
animal, a tree, flower, car, anything they like. The teacher will ask each student how they
can care for the living/non-living thing they have moulded, and will scribe this down to later
be attached to their work. Wonder question to pose:

I wonder, why did you pick that living/non-living thing?

I wonder, what type of things do you do to look after this living/non-living thing?

6. The final group will be an independent activity. Here, the students will be colouring in a Colouring in sheets
picture of a young boy washing a dog, or a picture of a person fixing a car. This is to provide Pencils
a visual example of how we can look after things God created. Crayons

7. Once the time is up, the students will rotate activities.

Conclusion
8 mins
8. The students will return to the mat once the activities have been packed away.
Class fish
9. The teacher will play the living and non-living video again before recess. After the video,
the teacher will introduce the new class pet fish! The teacher will explain that it is
important that everyone takes turns to look after the pets and discuss some important things
they need to do to care for them.
Catering for Learner Diversity Evidence of Learning for Assessment and Reporting

For students who have developed their hand writing, get The teacher will informally assess the students by listening to what they say
them to attempt writing how they can care for their salt-dough when talking about how they can care for their salt-dough thing.
creation. Students who struggle can accept assistance from
the teacher
Students who struggle identifying living/non-living things will
need to be prompted.
 References

Catholic Education Office of Western Australia. (n. d.). Perth Archdiocesan Primary RE Units. God created everything. Perth CEOWA.