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 Principles of Religious Education Water of Life Year 3 Vanessa Collova 20164233 Unit Title:

Principles of Religious Education

Water of Life Year 3

Vanessa Collova

20164233

Unit Title: ED5618 Principles of Religious Education 1

Date of Submission:

2nd October 2017

Website: http://primaryreligiouseducation.weebly.com/

Student Number: 20164233

Tutor Name: Rebecca Mola

 

PLANNING OVERVIEW – TERM

 

Year Level

Unit Title

Salvation Topic

Aspect of Human Development

Year 3

Water of Life

Baptism

God creates our human life and it is precious. Human beings grow and change and our soul lives forever.

Overview – explanation of the content of the unit and how it explores the Salvation Topic and development of the Human Person

Human life is a great gift, which God gives to every person when God creates their souls. In this unit, the children wonder at the gift of the human soul

and realise that a person’s soul, once created, never dies. Jesus teaches of a greater life of unimaginable happiness that people will experience with God after they die, which is called heaven. The unit explores how sometimes it is hard for people to love and do good as Jesus taught, and live the life of friendship with God that leads to heaven. Children will learn that the sacrament of Baptism was given to them by Jesus to help them over come these difficulties. With the help of God, who lives in each person, in a special way through Baptism , they can grow in love and goodness and become closer to God. The unit goes on to explore how through Baptism people become members of God’s family. Students will be encouraged to continue to wonder at how they can live in ways that will draw them closer always to God.

Key Understandings and Learning Points

 

A Wondering at the Creator

B The Promise of Christian Salvation

C Christian Response

C1 Baptism makes people members of the Church

A1 Wondering at the gift of human life

B1 Jesus taught about heaven

.

.

A1.1 Illustrates ways in which human beings grow and change.

B1.1 Discusses the basic elements of the Christian teachings about death.

 

C1.1 Discuss how living things gather around water.

.

C1.2 Identifies that Baptism makes a person a member of the Church community.

.

A1.2 Identifies that human beings die.

B2 Jesus makes people members of his Church through Baptism

C1.3 States that Baptism is the first sacrament.

.

A1.3 Represents that the soul lives forever.

.

.

A1.4 Expresses that human life is precious to God.

 

.

B2.1 Explains how Jesus is available in his Church today

C2 The Church prays to Mary and the Saints during Baptism

 

.

C2.1 Represents that Jesus’ followers pray to the Saints at a celebration of Baptism .

A2 Wondering at God who creates human life A2.1 States wonder questions about human life

 

.

B2.2 Expresses that through Baptism God draws people into the Church, which helps them to live like Jesus.

 

.

C2.2 Relates stories from the life of Mary.

and God the Creator of human life. . C2.3 Explores that Jesus made Mary the
and God the Creator of human life.
.
C2.3 Explores that Jesus made Mary the
Mother of his Church.
A3 Attribute: God lives forever 

A3.1 Celebrates that God lives forever.
C3 Being good like Jesus means caring for one’s
health and that of others 

C3.1 Identifies ways people can keep the Fifth
Commandment by caring for their health and the
health of others.
C4 Continuing to wonder at how followers of
Jesus live in ways that draw them closer always to
God 

C4.1 Reviews and expresses the main ideas of the
unit.
Links to General Capabilities
Literacy
Numeracy
ICT
Critical and
Ethical behaviour
Personal
Intercultural
Creative
Competency
Understanding
Thinking
Religious Capabilities
Spiritual Capabilities
Faith
Hope
Charity
Prudence
Justice
Fortitude
Temperance

LEARNING AND TEACHING PROGRAM

 
           

Evaluation

Week

Lesson 1

Lesson 2

Lesson 3

Lesson 4

 

Lesson 5

and

 

Assessment

 

A1.1 - Illustrates ways in

A1.2 - Identifies that human

A1.4 - Expresses that human life is precious to God.

A2.1 - States wonder questions about human life

A3.1 - Celebrates that God lives forever.

Formative assessment from anecdotal notes, checklists and poem. The iMovie will create part of a summative assessment for the unit.

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which human beings grow and change.

beings die.

A1.3 - Represents that the soul lives forever.

Students create a collage of what human life means to them. Students come up with their own wonder thoughts about the gift of human life and use the ones from previous lessons to write on a question mark shape and attach it to the collage.

 

Discuss that God has always been alive and will live forever. His purpose is to help us spread love, joy, peace, kindness and faith. Write a poem to celebrate and thank

God for their lives, add

Students collect photos of themselves over various stages of their life and create an iMovie where they explain how they have grown and changed.

Students read the book ‘Lifetimes’ by Bryan Mellonie and Robert R. Ingpen. Students talk about the word ‘forever,’ and create a word wall with words and emotions they associate with the word ‘forever.’

Students listen to the sounds of their body. Students wonder about human life and add to a wonder wall. Students create a cartoon strip about God creating their soul.

 

it

to the iMovie. Allow

 
   

students to continue to add to the wonder wall

 

B1.1 - Discusses the

B2.1 Explains how Jesus is

B2.1 (Continued)

B2.2 - Expresses that through Baptism God draws people into the Church, which helps them to live like Jesus.

 

B2.2 (Continued)

Formative assessment from anecdotal notes,

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elements of the Christian teachings about death.

available in his Church today.

Students create a series of text messages from a person with a dilemma who is seeking help from Jesus. The activity is to be linked to the idea that the Church helps us to create this connection and is a place we can get help and guidance.

In small groups

students brainstorm on

Review wonder questions from the previous week. Read the book “Waldo Tell Me About Dying” by Hans Wilhelm. In small groups, students share their understanding of heaven. They then express through drawing.

Students look at Matthew 18:20. They brainstorm times members of the Church gather.

a

graffiti wall (each

checklists, graffiti wall & drawing of heaven. Understanding of Baptism activity will create part of a summative assessment for the unit.

Students listen to Godly Play about the Baptism of Jesus. Students show their understanding of the bible story through art.

using different coloured markers) times they have been helped by others. Students think of ways the class can support a charity.

 

C1.1 Discuss how living

C1.2 Identifies that Baptism

C2.1 - Represents that Jesus’ followers pray to the Saints at a celebration of Baptism . C2.2 - Relates stories from the life of Mary. C2.3 - Explores that Jesus made Mary the Mother of his Church. Students listen to Godly play “The Birth of Jesus Foretold.” They talk about how Mary might have felt to be told such news and that she showed much courage. Students talk about how there are many other important people in the Catholic faith and these include Saints. Students choose a saint to research with guided questions provided by teacher.

C3.1 - Identifies ways people can keep the Fifth Commandment by caring for their health and the health of others.

C4.1 - Reviews and expresses the main ideas of the unit.

Formative:

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things gather around water.

makes a person a member of the Church community. C1.3 States that Baptism the first sacrament.

 

anecdotal notes, checklists and rain drop work sample. Research on a saint and the “What a Bright Idea” worksheet will create part of a summative

Read the book, ‘Greetings from Sandy Beach’ by Bob Graham. Students do a Stand up, Hands up, Pair up, to start conversations about times where they shared water with other people. Students paper collage a rain drop and write on it, a special moment they have shared with others around water.

is

In small groups,

Students listen to a Godly Play about the sacrament of Baptism . They learn the different signs and symbols used during Baptism as well as why they are used. They wonder at who Baptism is for.

Students research how their saint helped others. Students look at how they can care for the health of themselves, and practical ways they can help the health of others. Using the list of Charities brainstormed in lesson B2.2, students identify which ones help care for the health of others. Students brainstorm things they can donate. (I.e. toiletries to be donated to a women shelter)

students create a mind map on popplet about what they have learnt during this unit. Students complete worksheet “What a Bright Idea” and answer the questions:

- When I think about heaven I think about…

assessment for the unit.

   

- When I think about Jesus’s Baptism I think about…

- When I think about church I think about…

- When I think about caring for others I think about…

LESSON PLAN ONE

A - Wondering at the Creator

Teaching Focus for the Lesson

 

Key Understanding/Learning Point

 

One of the signs of human life is growth and change. People start life as babies and then grow through infancy to become children. Gradually they will become adults, like their parents and then older adults, like their grandparents.

A1 Wondering at the gift of human life

-

A1.1 Illustrates ways in which human beings grow and change.

Lesson Objectives - Students will be able to verbalise at least three distinguishing features of growth and change from baby, to toddler, to now.

Timing

Steps of the Lesson

 

Resources

 

Introduction

 

Gather students on the mat

 

Introduce the topic of the lesson and wonder what it means to be alive.

2:40 - 2:45 (5 mins)

Today, we will be talking about how human beings grow and change. What does it mean to be

alive? How do we know we are alive? It means that we can move, breathe, speak and do many other

 

things we enjoy.

We can tell that we are alive in other ways too. We can feel our pulses, our heart–beats and the

movement of our lungs as we breathe. One of the signs of human life is growth and change. People

start life as babies and then grow to become children. Gradually they will become adults, like their

parents, and then older adults, like their grandparents.

 

Link to activity

Who can tell me what we have been collecting over the past week?

Yes, we have collected three images of ourselves, one when we were babies, one when we were a

toddler and one recent one that shows what we are like currently. Today, we are going to create a

slideshow on iMovie, using these three photographs to show how we have grown and changed and

will continue to grow and change.

 
 

Strategies for Learning and Teaching

2:45 - 2:50 5 mins

Give instructions for the activity On the iMovie app you need to place the three images into a new project. If we are creating a slide show, which image do you think you will start with first?

We will start with the ones where we are youngest. We will put the one where we are oldest last.

On each image, I would like for you to record your voice and give two facts about how you were growing and changing in each photograph. For example you could say, “When I was a baby I was only 30cm long!” on the first image, and on the last image you could say, “Now I am 1m and 30 cm tall.” What other differences from when you were a baby to now could you include?

Brain storm on the board topics students can include. Examples:

“I couldn’t talk/walk when I was a baby” Achievements:

“Now I am very good at playing chess and I can run the oval in 1minute and 20 seconds.” Sacraments:

“When I was a baby, I was Baptised”; “In two months I will be having my Reconciliation”

I am going to project the instructions on the board if you would like to look back on them and if you want extra help to get started, come sit on the mat with your iPad and I will give you a hand. The video only needs to be between 30seconds to 1minute. I will give you 15 minutes to do the task. Then we will show some of your videos to the class.

Check for understanding Does anyone want to ask any questions about what they need to do? What app are we using for this lesson? Are we making this a really long video or just a quick, short video? How many facts for each photo are we giving?

2:50 - 3:05

Send students back to their desks Send students back group by group to get their iPads and find a quiet space to work.

 

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Instructions to have projected on board

1. Create a new project in iMovie

Slide of instructions projected on the board

2. Upload your three images into the project . Make them last about 15 seconds each.

3. Create a voice over for each image and talk about the things you could/couldn’t do at this age. If you get stuck, remember the ideas we have brainstormed on the whiteboard!

 

4. If you finish early, you can create one more part. In this part say what you would like to be when you grow up and what you are looking forward to in the future.

5. Export the iMovie to your camera roll and export to google classrooms under the folder “Growing and Changing.”

When a few students have finished, stop the class and go over the last two steps. Students who finish early can help those who are struggling.

Explain you are looking for students who are working quietly to show their video on the board at the end. Check with students during this time if they are happy to share theirs on the board.

 

Conclusion

 

Pack, stack and share

3:05 - 3:15

When everyone has finished, or the 15 minutes are up, ask students to put their iPads in their bags,

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except those who you have asked to share theirs with the class. Have them tidy their desks ready for the end of the day, stack their chairs and come sit onto the mat. Those who do it quickly and quietly will be rewarded with the foot stools. The three students who have been chosen to share their videos can airplay it to the screen. When they have finished, have them put their iPad in their bag.

 

Finish the day with a prayer about growing and changing:

Lord you have given me a precious body that I often forget to thank You for.

Today, I thank You for my eyes which see light, colours, and the faces of those who love me.

I thank You for my hearing which allows me to enjoy people's voice and music.

I thank You for my voice which allows me to express my thoughts and innermost feelings.

I thank You also for the sense of smell, and the sense of touch.

With each new day, my body is growing and changing.

God, help me use my body to face challenges with confidence. To keep trying, keep trusting, keep believing and keep growing.

I pray that you will help me and guide me to use my body to spread joy and love all around me.

Words of prayer projected on board

Catering for Learner Diversity Students who are more advanced can extend themselves by talking about their hopes for the future. Teacher will give extra guidance to those who need help using the app. If students are struggling teacher can pick a few example topics for the student to discuss rather than them choosing their own.

Evidence of Learning for Assessment and Reporting Students will be able to verbalise at least three distinguishing features of growth and change from baby, to toddler, to now. This will be evident from the iMovie they create which will be uploaded into the folder “Growing and Changing” on Google classrooms.

Connection to Spiritual and Religious Capabilities and General Capabilities. This lesson has connections to the spiritual and religious capabilities of Justice and Temperance, as well as the general capabilities of ICT and personal competency. The lesson relates to Justice by encouraging a healthy relationship with ones self, by accepting personal growth and change. It encourages students to reflect on and feel proud of the achievements they have made. Students are encouraged to use their bodies to enjoy life and become happy. This relates to the capability of Temperance. They learn that their bodies grow and change and God wants them to use their bodies to spread happiness and joy to those around them. Students further their ICT skills by using the software iMovie on their iPads. Through self reflection, students self-worth, self- awareness and personal identity is enriched.

LESSON PLAN TWO

B - The Promise of Christian Salvation

 

Teaching Focus for the Lesson

     

Key Understanding/Learning Point B2 Jesus makes people members of his Church through Baptism - B2.2 Expresses that through Baptism God draws people into the Church, which helps them to live like Jesus.

To us help us answer difficult questions and act in a loving and caring way like Jesus, he started a family of God, which we recognise as ‘the Church’. Through Baptism we become members of the Catholic Church. In this lesson students being to wonder at the special way Jesus was baptised and what it means for us as followers of Jesus.

Lesson Objectives

- Students will be able to verbalise to their partner one way we can act like Jesus in their life.

- Students will be able to show their understanding of the Baptism of Jesus by interpreting it into a drawing, model or shot video clip.

Timing

Steps of the Lesson

 

Resources

 

Introduction

 

Gather the students onto the mat. Ask students:

 

Where can we go to learn what sort of person Jesus was?

 

2:40 - 2:47 7 mins

In the church, we talk, listen to and share moments with the priest, other children and families who all believe in Jesus. Jesus created the church not just so we can hear words from the bible, but to help us grow and become better people. We look at the type of person Jesus was and how He wanted us to be, and from the moments we share with others in church, we learn how to express love and we make friends with people who are both very different and very similar to us all becasue we share the same beliefs.

Circle Talk

Ask the students to conduct a circle talk. Have half the class form a circle in the middle of the room and then get the other half to pair up with someone sitting in the circle. Have them sit on the outside of the circle facing their partner. With their partner discuss some things they can do to act like Jesus and share His love in the playground during lunch and when they get home to their families. After about 30 seconds with their partner have the outside person rotate one person to their left. Repeat about three times. Stands in the middle so it is easier to monitor the class behaviour and take anecdotal notes. When time is up, grab their attention by “Miss Collova says” and stay in a circle on the mat ready for Godly Play.

 

Strategies for Learning and Teaching

Godly Play Kit

2:47- 3:00

Ask students questions linking to the sacrament of Baptism

13 mins

- How do we become a member of the church family?

- Do you have to be baptised to go to church?

No, you don’t have to be baptised to go to church. God welcomes everyone into church because God loves all people equally. He loves people who are baptised just as much as he loves people who aren’t. He wants to live in every human being in a special way. Baptism isn't only celebrated when people are babies. Sometimes teenagers and adults decide they would like to be baptised. If someone wished to receive Baptism later in life, God is very happy for them to do so.

-

Why do you think we are baptised the way that we are?

Catholics were given the gift of Baptism from Jesus. Today we are going to look at the bible story of the Baptism of Jesus and wonder why we are baptised too.

Godly Play Matthew 3:1-17 John the Baptist was Jesus’ cousin. When John grew up, he lived in the desert. He was clothed in camel hair with a leather belt around his waist. He spent most of his time talking to God through prayer. When John came out of the desert he went to the River Jordan. Lots of people came to the river to be baptised by John the Baptist, and they confessed their sins.

He told people to listen to Jesus. He told people to get ready for Jesus by changing their lives. He said: “I baptise you with water for repentance, but one who is more powerful than me is coming; I am not worthy to carry his sandals. He will baptise you with the Holy Spirit.”

Then Jesus came from Galilee to John at the Jordan River to be baptised by him. Jesus said to John, “Come, baptise me.” But John prevented him saying, “I am not worthy, you should baptise me,” but Jesus answered, “you must baptise me John, in this way, we will fulfil all righteousness.”

So John did baptise Jesus, together John the Baptist and Jesus went down into the river and Jesus was baptised in the water of the Jordan River. When he had been baptised, just as he came up from the water, the heavens suddenly opened to him and he saw the Spirit of God descending like a

 

dove and alighting on him. A voice from heaven said, ‘This is my Son, the Beloved, with whom I am well pleased.’

So we are baptised today just as Jesus was too, so we can become his disciples, which means we are becoming followers of Jesus. Jesus said, “Baptise them in the name of the Father and of the Son and of the Holy Spirit, and teach them to follow the commandments I have given you. And remember, I am with you always, to the end of the age.”

Wonder questions:

- I wonder why Jesus wanted to be Baptised by John?

- I wonder what John thought when Jesus asked to be Baptised?

- I wonder what Jesus and John thought when they heard the voice?

- I wonder who Baptism is for?

- I wonder why we are Baptised like Jesus?

- I wonder which part of the story is your favourite?

- I wonder which part of the story is the most important?

- I wonder if there is a part of the story we could leave out and still have all of the story?

- I wonder which part of the story you see yourself in?

3:00 - 3:10 10 mins

Students show understanding of the Bible story It is now your turn to show how Jesus was baptised. You can either draw an image in your religion book to show what you think Jesus’ Baptism looked like, use plasticine to model the scene and then take a photo of it and upload to google drive. Your last option is to use the iPad app “Explain Everything” to explain what happened. I will leave the Godly play set up like this to help you remember. You have 10 minutes to complete this before we need to start packing up for the day.

Ask students to stand up depending on what method they would like to use. Send each group off as they stand up to find a quiet spot to work.

- Stand up if you would like to draw a picture

- Stand up if you would like to model it with plasticine

- Stand up if you would like to explain it on “Explain Everything”

 

Conclusion

 

Pack, Stack, Prayer

3:10 - 3:15 5 mins

Dear Jesus, sometimes I do not treat my family and friends the way You have taught me to becasue I can get tired and frustrated. I ask for you to hold my hand and show me the way. Help me be good everyday. Let me know what is right and wrong. Help me to remember all the good You do so that I too can make the choices that would bring happiness and joy to all those around me. Help me to live the life that You intended me to live.

Catering for Learner Diversity Non-catholic students

Evidence of Learning for Assessment and Reporting Students will be able to verbalise to their partner one way we can act like Jesus in their life. This will be observed during the Circle Talk activity, where this objective will be checked off on a checklist. Any additional anecdotal notes can be added to this document. Students will be able to show their understanding of the Baptism of Jesus by interpreting it into a hand drawing in their religion book, a photo of a model made by plasticine uploaded to Google drive or a video clip made on Explain Everything.

-

Students are reminded that God loves all people equally and everyone is welcomed into the church

Different learning preferences/abilities (dyslexia)

-

Students will have the option to draw, model or explain the Bible story. This allows students to choose a method which they are confident in and which suits their learning style.

Connection to Spiritual and Religious Capabilities and General Capabilities.

 

This lesson has connections to the spiritual and religious capabilities of Hope, Prudence and Justice as well as the general capabilities of ethical behaviour and critical and creative thinking. The lesson relates to Hope by encouraging students to become followers of Jesus by discussing Baptism and why we are baptised. The circle talk also gives them opportunities to be disciples of Jesus as they discuss some things they can do to act like Jesus and share His love. The circle talk also encourages ethical behaviour and Justice as students consider what it means to be a good, just and fair person. The Godly Play encourages students to ask wonder questions which exercises their skills in Prudence. Students practice critical and creative thinking as they show their interpretation of the Bible story in a creative way.

LESSON PLAN THREE

C - Christian Response

Teaching Focus for the Lesson

Water draws all living creatures together. Israel, where Jesus lived, was a hot dry country. For this reason, as in Australia, people gathered near water. Jesus wanted his followers to use water for Baptism , therefore, to help them understand that, through this sacrament, a person is drawn into the special we refer to as the Church.

Key Understanding/Learning Point C1 Baptism makes people members of the Church

-

C1.1 Discuss how living things gather around water.

Lesson Objectives Students will be able to write (or draw) one example of a time where water brings people together.

Timing

Steps of the Lesson

Resources

 

Introduction

 

2:40 - 2:43 3 mins

Introduce topic of lesson Today, we are going to look at the importance of water, and how living things gather around water. Here is a small video clip from the movie Jungle Book. There was a very small amount of water for the animals to survive off at the time as there was a drought. When the water was so low that they could see the peace rock, the animals made a pact that they wouldn't hunt near the river. They called this the Water Truce.

Watch the 30 second video clip. https://www.youtube.com/watch?v=KrFbRGzj-9I

Youtube Clip ‘water truce’

The narrator says “So you could come to the peace rock, on a day like this and find all people side by side.” What do you think he means by this?

- All the animals were very different, if they saw each other in the wild, they might even be each others food! What made them put their differences aside and trust in each other at the peace rock?

- Why is water so important? What do we use water to do?

 

- What are some other places you have been to with others that is near water?

Australia is a very hot and dry place, especially in the summer. So, many people spend their time gathering around water. This is very similar to Israel, where Jesus was from. Israel is very hot too, so water is very important there.

 

Strategies for Learning and Teaching

 

2:43 - 2:50

Now we are going to read a book called Greeting from the Sandy Beach.This is a book about a family that go to the beach for a holiday. Whilst I am reading the story I want you to think about a

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special time you were at the beach or river or a pool with your family.

 

Read the book, ‘Greetings from Sandy Beach’ by Bob Graham. (5 mins)

Book ‘Greetings from Sandy Beach’ by Bob Graham

- Who here has special memories of a time you spent with your family at the beach?

- What are some holiday places near the beach? Up north, Rottnest etc?

- Who has met a new friend at the beach?

- So, water, draws living things together. Can you think of a sacrament which uses water?

So, much like the beach connected the family with many new friends, Baptism is the same. Jesus wanted His followers to use water for Baptism, to help them understand, that when a person is Baptised, they become connected with the church community. Being part of a church community is helpful as it reminds you how to be loving and kind to others just like Jesus was.

2:50 - 2:55

Now I would like you to think about a time where you shared water with others. (Prompt with ideas wash my dog, water fight, fishing with my granddad, on holiday with my family at Rottnest, helping my dad wash his car, if struggling)

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Students do a Stand up, Hands up, Pair up, to start conversations about times where they shared water with other people.

I would like you now, to create your own water droplet. On these water droplets you are going to write down a time when you shared water with others, just like we were talking about before. You have all the materials you need on your desk in the ice-cream container. You will each get a water droplet background and a small piece of paper to write your special moment on. You will have to share the PVA glue, brushes and the tissue paper in the ice-cream buckets.

- Ice cream bucket (1 per group)

- PVA glue & brushes (1/2 per group)

- Water droplet outline on wax paper

(1pp)

- Small piece of paper (1pp)

 

- Small cut up squares of blue tissue paper (1/2 bucket full per group)

 

(Hold up items whilst mentioning them and quickly go through instructions which will be projected on the board with a reference photo)

 

1. Cover your raindrop with glue.

Slide of instructions and picture projected on the board

2. Place the tissue paper all over the rain drop.

3. When you are finished, coat a thin layer of glue over the whole raindrop and stick down the piece of paper with your special moment on it.

4. Leave on desk to dry overnight. When you come into class tomorrow morning, you can cut the water droplet out.

Ask people what they are going to write. If they can stand up, they can share their moment and start. Say, “Stand up if you know what you are going to write on your droplet.” Do this for the first 5 or so people and then send back one desk group at a time.

2:55 - 3:10 15 mins

When students are completing the task, have relaxing beach sounds playing in the background.

Youtube Clip ‘Lullaby of the Ocean’ https://www.youtube.com/watch?

 
 

Conclusion

 

Pack and stack When there are about 7 mins left to the lesson, students need to start cleaning up if they have

finished, making sure desks and floor are tidy and that the chairs are stacked. All tissue paper should

go in the ice-cream bucket and two people can be assigned to rinse the brushes. When the room is tidy students can sit on the mat.

3:10 - 3:15 5 mins

Pack up Reflection & Prayer Allow students to find a space on the floor where they are comfortable. Have them listen and read the lyrics to the first 2 minutes of the song ‘Come to the Water’ by Matt Maher, https:// www.youtube.com/watch?v=uJJVrZKqKNE

Youtube Clip ’Come to the Water’ by Matt Maher https://www.youtube.com/ watch?v=uJJVrZKqKNE

Catering for Learner Diversity Non-catholic students

Evidence of Learning for Assessment and Reporting Students will be able to write, or draw one example of a time where water brings people together. This will be shown by what they have written or drawn onto their water droplet.

-

Students wonder how water is used in their lives. This is something all students can relate to regardless of their religion.

Different learner abilities

 

-

Students who struggle with expressing their thoughts through written language can draw the scenario rather than write it. This will be negotiated between the teacher and students concerned before commencement of the activity. (i.e. those with dyslexia, ESL, etc.)

Connection to Spiritual and Religious Capabilities and General Capabilities.

This lesson has connections to the spiritual and religious capabilities of Hope and Prudence as well as the general capabilities of ethical behaviour and literacy. The lesson relates to Hope by encouraging students to become a missionary disciple of Jesus, by looking at his teaching and applying it to our lives, in particular, the use of water to bring together communities. Skills in Prudence are developed as students are encouraged to adopt habits of finding awe and mystery in the natural world, for example, how living things naturally gather around water. Students consider how the Catholic Church binds together all sorts of people to be part of a community. This enriches their ethical behaviour skills. Students touch on literacy skills when they write their special moments they have spend with others around water.

APPENDIX

1. Lesson One

Power Point Slide (Instructions)

APPENDIX 1 . Lesson One Power Point Slide (Instructions) 2. Lesson Two Power Point Slide (Prayer)

2. Lesson Two

Power Point Slide (Prayer)

Lesson One Power Point Slide (Instructions) 2. Lesson Two Power Point Slide (Prayer) Power Point Slide

Power Point Slide (Prayer)

Lesson One Power Point Slide (Instructions) 2. Lesson Two Power Point Slide (Prayer) Power Point Slide

Godly Play

Lesson One Power Point Slide (Instructions) 2. Lesson Two Power Point Slide (Prayer) Power Point Slide

3. Lesson Three

Power Point Slide (Instructions)

3. Lesson Three Power Point Slide (Instructions) Water droplet to trace

Water droplet to trace

3. Lesson Three Power Point Slide (Instructions) Water droplet to trace

References

amolikanarula. (2017, Jan 16). Water Truce [Video File]. Retrieved from https://www.youtube.com/watch?v=KrFbRGzj-9I

Catholic Education Office of Western Australia (n.d.). Water of Life. Religious Education, Archdiocese of Perth. Perth:Author.

Graham, B. (1997). Greetings from Sandy Beach. Happy Cat Books, London, United Kingdom.

McGunnigle, C. & Hackett, C. (2015). Spiritual and religious capabilities for Catholic schools. eJournal of Catholic Education in Australia, 2(1), Article 6, pp. 1-30.

Miracle Forest. (2015, May 8). ’Lullaby of the Ocean.’ Retrieved from https://www.youtube.com/watch?v=Q2-0w0YrsfA