RELIGIOUS EDUCATION

Forward Planning Document

PRIMARY
ED5618 Principles of Primary Religious Education 2

Unit Title: Principles of Primary Religious Education (ED5618) Student Number: 20172062

Date of Submission: 2/10/2017 Student Name: Abigail Thomas

 PLANNING OVERVIEW TERM
Year Level Unit Title Salvation Topic Aspect of Human Development
2 Beautiful World, Beautiful Me Baptism Wondering at the beauty in creation
Overview
In this unit of work, the Aspect of Human Development is Wondering at the beauty in creation. As such, Step A requires students to begin the unit with wondering
at the beauty and pleasure that creation instils within us (A1, A2), whilst also learning how this helps us discover that God is more beautiful than we could ever
imagine (A3).

In Step B, students will explore how Jesus helped his followers appreciate the beauty in creation (B1) and that God wants to live within them to help them become
more beautiful by doing good, which can be achieved through the Sacrament of Baptism (B2).

Students within Step C will explore that Jesus used water to help his followers understand that God wants to live within them through Baptism. In turn, Christians
celebrate God coming to live within people through the special action (pouring on or immersion in water) and words of Baptism (C1). Step C further discusses
why Catholics honour the baptismal font (C2) and how they can demonstrate their love for God by showing appreciation for the beauty in creation (C3).

The unit concludes by reviewing and expresses the main ideas of the unit (that Christians wonder at how they can discover that God is beautiful through creation
and ways they can continue to love God, who lives in them through Baptism, by caring for creation as Jesus taught (C4)) (Catholic Education Office of Western
Australia [CEOWA], n.d.)

Additional Notes
Many lessons within the unit are designed to be conducted outside of the classroom to immerse students in Gods natural creations. Students should therefore
be equipped with relevant weather protection (e.g. hats, sunscreen, gumboots, gloves, raincoats etc). It is recommended that the parental notification letter
outlines the need for the provision of such materials.
Key Understandings and Learning Points (CEOWA, n.d.)
A: WONDERING AT THE CREATOR OF BEAUTY B: THE PROMISE OF CHRISTIAN SALVATION C: CHRISTIAN RESPONSE
A1 Wondering at the beauty in creation B1 Jesus helps his followers appreciate beauty C1 Christians celebrate the special action and
A1.1 Describes and expresses wonder at the in creation words of the rite of Baptism
beauty and variety in creation. B1.1 Identifies examples of Jesus teaching C1.1 Explains the significance of water in the
A1.2 Recognises that other people share their his followers to appreciate beauty in creation. Sacrament of Baptism.
experiences of beauty and variety in creation. B2 Christians share the life of God through C1.2 Identifies the special action and words of
Baptism the Rite of Baptism.
A2 Wondering at God who creates beauty
A2.1 Expresses wonder at the beauty in B2.1 Identifies ways in which God, who lives C2 Catholics honour the baptismal font
creation. in Christians after Baptism, helps them to be C2.1 Explains why a place of honour is given by
part of the beauty in creation by doing what Catholics to baptismal fonts.
A3 Attribute: God is beautiful
is good.
A3.1 Celebrates God who is beautiful. C3 Being beautiful means caring for creation like
Jesus
 C3.1 Identifies ways people can show the
beauty God created in them by caring for
creation as Jesus taught.
C3.2 Recognises that people fail to love God
and hide the beauty God created in them when
they deliberately destroy parts of creation.
C4 Continuing to wonder at ways Christians can
discover God is beautiful through creation and
love God by caring for creation as Jesus taught
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 Thinking Competency Understanding

Religious Capabilities Spiritual Capabilities

Faith Hope Charity Prudence Justice Fortitude Temperance

Examples within Learning and Teaching Program
Faith = students are invited to share their feelings,
encouraged to act in faith and to report on what they are
learning (McGunnigle & Hackett, 2015).
Charity = sharing of materials, thoughts and ideas with
classmates (McGunnigle & Hackett, 2015).
Examples within Learning and Teaching Program
Prudence = takes the time to reflect when making decisions, asking herself/himself
what is the right and kind thing to do?, considering others when making decisions
(can this decision potentially hurt someone?) (Northeastern Catholic District School
Board, 2014). Students pose wonder questions about the natural world, and take
opportunities to consider the beauty of nature (McGunnigle & Hackett, 2015).
Justice = contribute to school-based activities that care for the environment
(McGunnigle & Hackett, 2015).

Fortitude = exhibiting the strength, courage and patience when facing obstacles,
making every effort to carry out the lesson activities carefully and lovingly, not
cheating in the activities or games (resisting temptation and doing the right thing)
and defending truth and kindness especially during challenging situations
(Northeastern Catholic District School Board, 2014).

Temperance = participate in nature walks and other activates that encourage

downtime and engaging in short meditations (McGunnigle & Hackett, 2015).
LEARNING AND TEACHING PROGRAM 30-minute lessons (unless specified)
Evaluation and
Week Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5
Assessment
A1 Wondering at the A1.1 Describes and A1.2 Recognises that A2 Wondering at God A3 Attribute: God is Lesson 1 = an initial
1 beauty in creation: expresses wonder at other people share their who creates beauty: beautiful: A3.1 assessment of what
A1.1 Describes and the beauty and variety in experiences of beauty A2.1 Expresses wonder Celebrates God who is pupils already know
expresses wonder at creation. and variety in creation. at the beauty in beautiful. and can do through
the beauty and variety in creation. a mind-map, and
creation. LESSON PLAN ONE Invite a member of the Begin the class with visual art creation
Aboriginal community to Students write/ paint an meditation, asking the will be displayed in
Explain the focus of the share with the class whyI wonder.. questions students to wonder the classroom;
Unit (the beauty of their land is so
about the beauty and about what God is like to
creation, exploring ways important to them. What variety of Gods them. After meditation, Lesson 2 =
Jesus helped his is it about creation that
creations on a rock and ask students to share completion of
followers appreciate makes it so special for hide it in a designated with groups of four wonder journal
creation and discussing them? What aspects of part of the school students what they think entries, interaction
that God lives within us living in Australia could
grounds. Students are God is like, with with other class
(parts of creation) we share with others then invited to find one answers recorded using members and
through the Sacrament from different countriesrock and discuss the the ICT mind-mapping activity participation
of Baptism). which acknowledge our wonder question with tool Popplet. (through
variety and creation? the rocks owner, and observation and
Explore students prior also what they think Share the picture book photographs);
knowledge of the topic Cross-curriculum Links: God is like. What is God Like? by
through brainstorming HASS: (ACHASSK049) Beverly Lewis with the Lesson 3 =
and discussing what (SCSA, 2017). Ask students to place class. anecdotal notes of
they think words such their rocks on the student behaviour/
as Baptism, Nature, wonder prayer table to Students share how participation in
Beautiful and be displayed. they might celebrate the class activities;
Creation mean (using beauty of God at home,
the ICT tool Popplet). Students compose a in the classroom and by Lesson 4 = prayer
Create a word wall of statement about Gods themselves. and rocks are
the key points using the creations and all displayed in the
ICT tool Tagxedo. respond with a refrain. classroom,
All are invited to students will write a
Create a class prayer participate in the class statement that
cloth titled Baptism and litany, e.g.: thanks God for the
Wondering at the Child: You made the beauty of creation
Beauty in Creation tiny ants. and photographs
using natural materials All: You are wonderful, taken of student
(e.g. leaves, rocks and O God. participation in the
flowers) as paint activity; and
 stamps. Advise the Child: You made the Lesson 5 = class
students that they are birds in the sky. mind-map,
welcome to add All: You are wonderful, anecdotal notes
anything onto the prayer O God. and observations of
table they think is Child: You made all the team work.
beautiful from nature. different people in the
world.
Cross-curriculum Links: All: You are wonderful,
The Arts (Visual Arts): O God Catholic
(ACAVAM107) (School Education Office, n.d.).
Curriculum and
Standards Authority Cross-curriculum Links:
[SCSA], 2017). English: (ACELT1592)
(SCSA, 2017).
B1 Jesus helps his B1.1 Identifies B2 Christians share C1 Christians C1 Christians Lesson 1 = recall
2 followers appreciate examples of Jesus the life of God through celebrate the special celebrate the special of what God
beauty in creation: teachings his followers Baptism: B2.1 action and words of action and words of created in each of
B1.1 Identifies to appreciate beauty Identifies ways in which the rite of Baptism: the rite of Baptism: the seven days
examples of Jesus in creation. God, who lives in C1.1 Explains the C1.2 Identifies the within the Creation
teachings his followers Christians after significance of water in special action and Story, participation
to appreciate beauty Discuss with the Baptism, helps them to the Sacrament of words of the Rite of and interpretation
in creation. students that one of the be part of the beauty in Baptism. Baptism. of the main
many things Jesus creation by doing what learning points
LESSON PLAN TWO taught his followers was is good. Ask students to Think- Discuss that God comes within the Creation
to appreciate the beauty Pair-Share how they to live in people through Storys drama
of Gods creations Students learn that God use water in their daily the immersion in or activity, and
(Matthew 6:26-28) created human beings lives and why it is pouring of water while anecdotal notes
(CEOWA, n.d.). to be beautiful in a important to them. the words of Baptism and observations
special way. To be and are said. Jesus used of team work and
In groups of three, to do what is good. God Next, students observe water to help his performance;
students are allocated helps people speak and several thirsty pot followers understand
one type of bird and behave in ever more plants (herbs or flowers that God wants to live in Lesson 2 =
flower native to Western beautiful ways by are highly them through Baptism anecdotal notes
Australia. Using coming to live in them recommended). Explain (CEOWA, n.d.). and observations
Britannica School and when they are baptised to the students that of team work and
Kid Rex as research (CEOWA, n.d.). water is life-giving. Demonstrate the performance;
tools, as well as a Plants need water to sacrament of Baptism
specimen of the flower, Using recycled drink to stay alive and using the Godly Play Lesson 3 = visual
groups are to cardboard, paints and grow strong and activity that examines art creations will be
brainstorm what Jesus other blue craft beautiful. Just like the the different elements of recorded and
would have taught his materials, students plants, in Baptism, the Rite of Baptism and photographed for
create a A4 water water helps class floor book,
 followers if he was in droplet and write on it communicate that the explains what they and displayed in
Western Australia. how they or others can one being baptised is represent. the classroom;
behave at school, receiving the life of God.
Students are to then outside or at home that Allow students to roll- Lesson 4 = no
create a short re- show God is helping Allow students to water play in pairs the actions assessment; and
enactment of Jesus them to be good. When the plants, and watch and words of the Rite of
teaching his followers completed, students the Life of Water Baptism. Lesson 5 =
using the Western stick their water droplets (Water Project recalling the words
Australian examples. to the classroom water H2Ooooh!, 2010). Invite the students to and actions of the
Students may choose to wall positioned above share a baptismal Rite of Baptism,
perform this the prayer table. Revisit the plants at the ceremony they may anecdotal notes
themselves, or use the end of the day to see have attended or were and observations
ICT resource Students discuss as a how the water helped involved in. of team work and
Toontastic to create a class how they think the them grow strong. performance.
cartoon. world would be if Cross-curriculum Links:
everyone lived as God Cross-curriculum Links: The Arts (Drama):
Cross-curriculum Links: wants? Science: (ACSHE034) (ACADRM027) (SCSA,
The Arts (Drama): (SCSA, 2017). 2017).
(ACADRM027) and Cross-curriculum Links:
(ACADRM029), The Arts (Visual Arts):
English: (ACELY1674) (ACAVAM107) (SCSA,
(SCSA, 2017). 2017).

C2 Catholics honour C3 Being beautiful C3 Being beautiful C3 Being beautiful C4 Continuing to Lesson 1 = no
3 the baptismal font: means caring for means caring for means caring for wonder at ways assessment;
C2.1 Explains why a creation like Jesus: creation like Jesus: creation like Jesus: Christians can
place of honour is given C3.1 Identifies ways C3.1 Identifies ways C3.2 Recognises that discover God is Lesson 2 = visual
by Catholics to people can show the people can show the people fail to love God beautiful through art creations will be
baptismal fonts. beauty God created in beauty God created in and hide the beauty creation and love God recorded and
them them God created in them by caring for creation photographed for
Invite the Parish Priest when they deliberately as Jesus taught: C4.1 class floor book,
to take the class to the Discuss with students LESSON PLAN destroy parts of Reviews and expresses and displayed in
Church that Jesus showed his THREE creation. the main ideas of the the classroom;
followers that one unit.
Prior to entry into the important way of loving Discuss with the class Lesson 3 =
Church, ask students to God, and sharing the that at times people fail Using the information/ Systematically
think where they might beauty he created in to love God, and hide resources collected observing and
find the Baptismal font. them, is by showing the beauty God created throughout the unit (e.g. monitoring
Upon entry, ask the appreciation for the in them when they photographs, wonder students during in
students to congregate beauty in creation deliberately destroy journal entries, prayer class learning and
around the baptismal (CEOWA, n.d.). parts of creation table displays), students teaching
font. (CEOWA, n.d.). create an A3 unit experiences
 As a class, create a tiled reflection page using (anecdotal notes
mural entitled I care for
It is customary to locate Students watch Charlie the ICT resource and photographs);
creation by.. On a flat
the baptismal font either and Lola - Look after PicCollage Kids.
in a special area withinpiece of white quick-dry your planet (Tiger Lesson 4 =
the main body of the clay, students can carve Aspect Productions, Each entry will be anecdotal notes of
Church or in a separate their own responses 2006), and discuss as a collected for student behaviour/
baptistry. Through the using toothpicks. class how people fail to assessment, and participation in
waters of Baptism, the Students can also care for creation and the compiled into a class class activities; and
faithful enter the life of
explore the school impact this has on floor book. The floor
Christ. For this reason,grounds (in the ourselves/others, the book will help students Lesson 5 =
the font should be designated area as world and God. remember how through students create an
visible and accessible to
specified in Week 1, creation God is beautiful A3 unit reflection
all who enter the ChurchLesson 2) to collect Students are then and ways baptised page to be
building (McNamara, materials they wish to invited to sing as a class people can continue to compiled into a
2010). imprint or stick into their Heal the World by care for creation, as class floor book.
clay and colour the clay Michael Jackson, while Jesus taught (CEOWA,
Highlight that the using natural paints. using percussion n.d.).
baptismal font reminds instruments.
baptised people that Once dried, glue the 1-hour lesson
God now lives in them students work onto a Cross-curriculum Links:
and helps them become wooden board for The Arts (Music): Cross-curriculum Links:
more beautiful by display next to the class (ACAMUM082) and The Arts (Visual Arts):
always being good and prayer table. English: (ACELT1589) (ACAVAM107) (SCSA,
loving. (SCSA, 2017). 2017).
Cross-curriculum Links:
The Arts (Visual Arts):
(ACAVAM107) (SCSA,
2017).
LESSON PLAN ONE A - Wondering at the Creator
Salvation Topic Aspect of Human Development Key Understanding
Baptism. Wondering at the beauty in creation. A1 Wondering at the beauty in creation.
___________________________________________________________________
_________________________________________________________
Learning Point
Catholic Teaching Focus for the Lesson
A1.1 Describes and expresses wonder at the beauty and variety in creation.
The world was created for the glory of God. Catechism 293, 294, 315,
___________________________________________________________________
319).
Student Prior Knowledge
The focus of the lesson is to provide students with an opportunity to study
the beauty of creation as a step towards wondering at the Creator. Year 1 Religious Education Unit = I Am Special;
The lesson also encourages students to identify and reflect upon wonder Terminology = Baptism, beautiful, creation, nature;
questions, but are not required to make verbal responses. This is to Use and safety of iPads and microscope attachment;
stimulate wonder and a sense of awe through providing students with an Students are aware of the Traffic Light Symbols For Understanding strategy,
opportunity to question and to reflect, rather than to find the correct whereby the teacher asks the students to indicate their level of understanding
answer (CEOWA, n.d.). by choosing a traffic light colour:
o Green for complete understanding;
Note: 15 minutes of time previously allocated to English is integrated into o Orange for partial understanding; and
this lesson to account for written reflection time. o Red for little or no understanding.
Students are aware of the whistle attention signal for signalling the end of an
WA Curriculum Links outdoor activity;
English: Technologies: Rules of respect when exploring within nature; and
Wonder journal and entries (all entries are to start with I wonder.). Journals
(ACELY1666) (ACTDIP003)
may be hard-copies or electronic, depending on students learning needs.
Science:
(ACSSU030)
(ACSIS038)
(ACSIS042) (SCSA, 2017).

Lesson Objectives
Students express wonder at the beauty of creation through individual exploration and written reflection; and
Students collect physical and/ or photographic examples of nature for the class prayer table.

Timing Steps of the Lesson Resources

Prior to the commencement on the lesson

Ensure all students have the following items:
1. Wonder journal;
2. Pencil; and
 3. Hat (or other protective clothing/ accessories).
iPads are charged and include microscope attachment;
Assess the weather conditions determine whether additional shelter is required; and
Designate an area of the school where the nature-hunt will take place.

7 mins Introduction
1. Greet the students and invite them to sit facing the teachers mat outside in the shade to begin the lesson. 1. 1 x teacher mat.
2. When settled, ask the students to close their eyes and sit in meditative silence. Invite the students to think
about a place they may have previously visited in nature, and ask them to think about what they enjoyed
about this place. How did it make them feel? What did it smell like? What makes this place special to them?
3. Ask the students to open their eyes, and invite students to share what they remembered (select two or
three, time depending).
4. Share with the students your favourite place in nature (e.g. the beach, a forest etc).
5. Using the wonder box, advise the students that inside the box there are a few natural objects from your
favourite place. Take out each item, and ask the students to pass them around to one another.
6. Ask students to Think-Pair-Share what they observe/ smell/ hear/ feel when holding the item, and what 6. 1 x wonder box (with 4 x
they think makes it special. wonder items).

7. Next, have the students place the objects back in the box, and one at a time explain what they are and
their significance to your favourite place.
8. Explain to the students that everyone has their own special places in nature, all of which are filled with
many beautiful items and memories. If we were to see and experience each of these places, we would
discover that there is so much beauty in the world. It is through this beauty that God is able to speak to us
and inspire us to wonder about the world he has created.
9. Lesson instruction poster.
9. Advise that todays lesson will provide students with opportunities to explore and wonder at the beauty God
has created in the school grounds. Whilst holding the lesson instruction poster (which could also be
propped against an easel), explain that students will have 20 minutes to explore the designated area of the
school grounds (specify where this is to students). Students are encouraged to take photos of what they
discover and wonder by using the iPads, use the microscope attachments to look at nature up-close, and
also collect specimens to include on the class prayer table. Students will also be required to complete a
wonder reflection in their wonder journals.
10. To lead students into the wondering activity, remind students that wonder is a gift God created in people
so that they could discover God through everything he has created. Wonder causes us to use our five
senses so that we might better enjoy and understand the world around us (CEOWA, n.d.). During the
wonder activity, students should make every effort to carry out the lesson activities carefully and lovingly,
whilst also respecting one another and the schools property.
 11. Check student understanding of the activity by using the Traffic Light Symbols of Understanding strategy.
If the students understand the activity, then proceed to the next stage of the lesson. If not, identify and
clarify what the student(s) may require additional assistance with.

33 mins Body
12. iPads with microscope
12. Invite students to collect an iPad from the teachers mat and allow them to explore the designated area. attachment (1 per student).
13. During the activity, walk around the students to observe their behaviour (anecdotal notes may be taken).
Take photos of the students engaged in exploration to be used as part of the unit floor book.
14. After 17 minutes, remind the students that they have three minutes of exploring time remaining. After three
minutes, use the whistle to attract the students attention, and ask the students to switch-off and return their
iPads to the box on the teachers mat.
15. Once all students are accounted for and seated quietly, invite students to find a space on their own and 15. Student wonder journals (1
reflect in their wonder journals, reminding them that their sentences should start with I wonder.. Remind per student).
students that this a time for silent reflection, and students should respect others during this time.
16. Should students finish early, they may write a paragraph about why the items they identified (or collected
for the prayer table) during their exploration are special gifts of nature.

5 mins Conclusion
17. Ask the students to return to the sitting area in front of the teachers mat.
18. Reemphasise the main learning points of the lesson; that we cannot see God, but we can see and wonder
at the beauty he has created all around us. Through nature, God can speak to us and we can wonder at
all he has created.
19. Advise the students that in the next lesson, they will be listening to a member of the Aboriginal community
share their experiences of beauty and variety in creation.
20. Upon their return to class, students may place the items they collected on the class prayer table.

Catering for Learner Diversity
Student self-oriented learning activity;
The teacher provides verbal and graphic representation of the
instructions/ requirements of the activity;
Instruction focuses on students' creation of meaning about content
in an interactive and collaborative learning environment;
The lesson is scaffolded to accommodate early finishers;
The lesson emphasises sensory learning; and
The teacher will be available to answer any student questions if
required.
Evidence of Learning for Assessment and Reporting
Systematically observing and monitoring students during in class learning and
teaching experiences (anecdotal records and photographs);
Nature specimens/ items collected by the students will be displayed in the
classroom; and
Students will write I wonder. reflections into their wonder journals.
___________________________________________________________________
Additional Notes
This lesson would work well in an environment outside of the school (e.g. a
nursery or a local park).
LESSON PLAN TWO B - The Promise of Christian Salvation
Salvation Topic Aspect of Human Development Key Understanding
Baptism. Wondering at the beauty in creation. B1 Jesus helps his followers appreciate beauty in creation.
________________________________________________________ ___________________________________________________________________
Catholic Teaching Focus for the Lesson Learning Point
Students are aware that everything that is, owes its existence to God, B1.1 Identifies examples of Jesus teachings his followers to appreciate beauty
the Creator, including everything we see as beautiful (CEOWA, n.d.). in creation.
For students to truly understand the beauty of Gods creation, it is ___________________________________________________________________
pivotal that they know how God created the world.
Student Prior Knowledge
The lesson provides students with an overview of what God has
Year 1 Religious Education Unit = I Am Special;
created. By understanding the enormity of Gods gift, this can assist
students to further wonder and appreciate the beauty of creation. Lessons A1- A3 of Beautiful World, Beautiful Me;
Terminology = Baptism, beautiful, creation, nature;
This lesson serves as an excellent precursor to students understanding Rules of respect when watching and interacting with Godly Play (participation
that as the Son of God, Jesus helped teach his followers to appreciate in Godly Play means full concentration and no talking); and
the beauty of Gods creations (Christ models the Christian Promise) Students are aware of the Traffic Light Symbols For Understanding strategy,
(CEOWA, n.d.). whereby the teacher asks the students to indicate their level of understanding
by choosing a traffic light colour:
WA Curriculum Links o Green for complete understanding;
The Arts (Drama): o Orange for partial understanding; and
o Red for little or no understanding.
(ACADRM027)
(ACADAM028) (SCSA, 2017).

Lesson Objectives
1. Students will recall important elements within the Creation Story; and
2. Students will create physical actions to demonstrate their interpretation of key elements within the Creation Story.

Timing Steps of the Lesson Resources

- Prior to the commencement of the lesson
Learn and memorise the Godly Play script;
Practise telling the story; and
Pre-input students names into the ICT resource Random Name Picker (to be displayed on the
classroom SMART board).
5 mins Introduction
1. Godly Play Creation Story
1. Invite the children to sit in a circle facing the teachers mat to begin the lesson. play box and script (The
2. When settled, ask the students to Think-Pair-Share what they remembered learning in the previous Salvation Army, n.d.).
lessons in Week 1 where they expressed wonder about God and the beauty of creation.
3. Once the students have shared their thoughts, remind them that everything that is, owes its existence to
God, the Creator, including everything we see as beautiful. God created all the beauty in creation.
4. Advise the students that Jesus, being the Son of God, helped teach his followers to appreciate the beauty
of Gods creations. Explain that for us to truly appreciate all of Gods creations, we must first know of how
the world came to be.
5. Elicit prior knowledge from the students by asking them to wonder at whether they know how God created
the world. Support students when answering through using words of encouragement.
6. Once the students have finished discussing the question, advise the students that they are going to hear
how Christians believe God created the world, which we can find in the Bible as the very first story.

20 mins Body
7. The Creation Story Godly
7. Place the gold box containing the Godly Play materials carefully beside you. Judge when to start by Play box (containing the
looking around the circle. Godly Play materials).
8. Demonstrate the Creation Story story using the Godly play box and script. During the story, demonstrate 8. The Creation Story Godly
reverence for the materials as one would demonstrate reverence for the Bible (Law-Davis, 2017). Play script (The Salvation
9. When the story is finished, pause. The Godly Play materials are to remain in the centre of the circle for Army, n.d.).
the students to continue looking at as they wonder.
10. Ask the wondering questions and give time for the students to consider and answer them before moving
on to the next question:
I wonder what part of this story you like best?
I wonder what you are most thankful for from creation?
I wonder why God was pleased with the things he created?
I wonder which day was the most important?
I wonder if we can leave out any one of these days and still have all the days we need?
(Berryman, 2012).
The students are supported to express their authentic feelings about what matters to them if they so
desire. Students are welcome to speak out loud or think to themselves during this time.
11. Next, ask the students to stand up and form circle around the Godly Play materials.
12. Explain to the students that they will be using performance to familiarise themselves with each of the
seven days of creation. Each student will be allocated a card which displays in written and picture form
 one of the seven days of creation. Students are to then show their card to the class and perform an action
or freeze-frame which symbolises the specified day.
13. Model an example for the students (e.g. on the seventh day, God rested. Perform the action of sleeping
13. The Creation Story card
by clasping your hands in prayer, placing them under the side of your tilted head and closing your eyes).
(for teacher example).
14. Check student understanding of the activity by using the Traffic Light Symbols of Understanding strategy.
If the students understand the activity, then proceed to the next stage of the lesson. If not, identify and
clarify what the student(s) may require additional assistance with.
15. Distribute the Creation Story cards to the students (one per student). 15. The Creation Story
cards (one per student).
16. Using the ICT resource Random Name Picker, select one student at a time to perform their action.
Encourage students to be as creative and expressive as they so desire, whilst also respecting others who 16. ICT resource Random
are performing. Name Picker
(http://www.abcya.com/rando
17. Once every student has participated, collect the cards and shuffle them. Again, using the student
m_name_picker.htm).
randomiser, one students at a time may select a card at random and perform an action or freeze frame
without telling the other students which day they are performing (like the game Charades). By raising
their hands, students may guess the specific day, and if correct explain their reasoning.

5 mins Conclusion
18. Ask the students to sit back down on the floor.
19. When settled, demonstrate to the students how to pack away the Godly Play box (slowly - starting with 19. The Creation Story
the seventh card and working backwards, then folding and placing the black cloth on top). Advise the Godly Play box.
students that they are welcome to play with the story during their free time.
20. Conclude the lesson by stating that you hope they enjoyed the RE lesson and that they learnt something
new and/ or reflected on how God created so many beautiful and wonderful things so that we may live
blessed lives.
21. Advise the students that for their next RE lesson, they will be sharing how Jesus taught his followers to
see the beauty in Gods creations, and how in doing so helped us to respond to Gods love.

Catering for Learner Diversity
A demonstration of the lessons activity will be presented to the
class by the teacher (modelling);
The Creation Story card instructions are displayed in written and
picture format; and
Students are given creative freedom to create and perform their
own interpretation of the Creation Story through actions and
different performance styles.
Evidence of Learning for Assessment and Reporting
Recall of what God created in each of the seven days within the Creation
Story;
Participation and interpretation of the main learning points within the Creation
Storys drama activity; and
Systematically observing and monitoring students during in class learning and
teaching experiences (anecdotal records).
LESSON PLAN THREE B - The Promise of Christian Salvation
Salvation Topic Aspect of Human Development Key Understanding
Baptism. Wondering at the beauty in creation. C3 Being beautiful means caring for creation like Jesus.
________________________________________________________ ___________________________________________________________________
Catholic Teaching Focus for the Lesson Learning Point
Incorporated into Christ Christians participate in the life of the C3.1 Identifies ways people can show the beauty God created in them.
Risen Lord. Life in the Holy spirit is graciously offered as salvation ___________________________________________________________________
Catechism 1694, 1699.
Student Prior Knowledge
In Year 1, students learnt that Jesus wants his followers to use their
Year 1 Religious Education Unit = I Am Special;
specialness to show love (CEOWA, n.d.).
Lessons A1- C2 (and an introductory C3 lesson) of Beautiful World, Beautiful
The focus of this lesson is to help students become the person Christ Me;
empowers the believer to become. Terminology = Baptism, beautiful, creation, nature;
Within the lesson, students will learn that by showing appreciation for Students are aware of the Countdown from Five teacher attention signal,
the beauty in creation, Christians show love for God. whereby the teacher raises their hand and counts backwards from five to zero.
Each student should respond by stopping the activity, looking at the teacher
Note: 30 minutes of time previously allocated to Science is integrated and silently raising one hand into the air; and
into this lesson to account for student science investigations. Students are aware of the Traffic Light Symbols For Understanding strategy,
whereby the teacher asks the students to indicate their level of understanding
WA Curriculum Links by choosing a traffic light colour:
Science: o Green for complete understanding;
o Orange for partial understanding; and
(ACSSU030) o Red for little or no understanding.
(ACSIS038)
(ACSIS042) (SCSA, 2017).

Lesson Objectives
1. Students will identify and extract seeds from plants and fruit;
2. Students will use their extracted seeds to create a class sensory garden in a designated area of the school grounds; and
3. Students will identify and explain ways in which the class will care for the sensory garden.
Timing Steps of the Lesson Resources

Prior to the commencement of the lesson

Allocate a section of the school grounds where the activity can take place (be sure to obtain all school
clearances);
Purchase any additional materials that the school may not already have (e.g. seedling pots with soil,
gardening tools, gloves, watering cans etc);
Purchase fruit and flowers with extractable seeds (e.g. capsicums, tomatoes, sunflowers and lavender);
Arrange seeds extraction stations with materials (two tweezers, two magnifying-glasses and four containers
per group);
Create student work groups (four students per group of similar skill level); and
Check student allergies.

5 mins Introduction
1. Invite the children to sit facing the teachers chair to begin the lesson.
2. When settled, ask the students to Think-Pair-Share what they remembered learning in the last lesson.
3. Once the students have shared their thoughts, remind them that an important way of loving God, and
sharing the beauty he created in them, is by showing appreciation for the beauty in creation. Remind
students of the examples they created by drawing their attention to the clay tile display next to the class
prayer table.
4. Advise the students that todays lesson will focus on how we can show the beauty within ourselves, and
show God how much we appreciate him, through creating a class sensory garden. Working in pre-
determined groups of four, students will be required to harvest the seeds from flowers and fruit at the
extraction stations (indicate where the stations are set-up in the classroom), and then take turns in planting
them into seedling pots.
5. Remind students that Lesson 2/ Week 1 taught them that sensory means to taste, touch, see, hear and
smell, which are used to help people wonder (a gift God created in people) so that we might better enjoy
and understand the world around us (CEOWA, n.d.).
6. Check student understanding of the activity by using the Traffic Light Symbols of Understanding strategy.
If the students understand the activity, then proceed to the next stage of the lesson. If not, identify and
clarify what the student(s) may require additional assistance with.
45 mins Body
7. Announce the groups one at a time. As the groups are announced, indicate where in the classroom they 7. Pre-determined student
will be seated (e.g. the red group will sit at the desks with the sunflowers). groups and members.
8. Using their scientific knowledge of life-cycles, students are to locate and extract the plant and fruit seeds.
Students are encouraged to wonder at the seeds, and use the scientific equipment to learn more about 8. Extraction stations (two
them (e.g. magnifying-glasses). tweezers, two magnifying-
9. During the activity, walk around the students to observe their behaviour (anecdotal notes may be taken). If glasses and four containers
required, ask prompting questions to assist with the investigation process (e.g. which part of the plant do per group).
you think the seeds might be located? Take photos of the students engaged in exploration to be used as
part of the unit floor book.
10. After 20 minutes, use the Countdown from Five attention signal to attract the students attention. Invite the
students to tidy their stations, divide their extracted seeds evenly into the four provided containers, collect
their hats (or other protective clothing) and walk as a class to the designated gardening area.
11. Upon arrival, ask the students to stand around the teachers pot. Whilst showing the students some of the 11. Teachers example pot
previously collected seeds, advise students that even some of the smallest things in creation need to be and seeds.
nurtured and receive Gods love in order to grow.
12. Model how to dig a hole, plant one/ two seeds within each hole, and cover the hole with dirt. Advise that
students will each be allocated a small pot where they will need to follow the same method, otherwise the
plants may not grow.
13. Ask students whether they can remember what we can do to help the plant grow strong (answer = provide 13. Watering can.
water). Demonstrate pouring water onto the plant, and remind the students that as discussed in Lesson 4/
Week 2, water is life-giving. Plants need water to drink to stay alive and grow strong and beautiful. Just
like the plants, in Baptism, water helps communicate that the one being baptised is receiving the life of God
(CEOWA, n.d.).
14. Students are to then select one container of seeds from their group, collect a seedling pot and plant their 14. Seedling pots with soil
seeds. (one per student).
15. Students are then invited to water their seedling pots and say a silent prayer in reflection.
16. After 20 minutes, use the Countdown from Five attention signal to attract the students attention. Ask the
students to carefully place their pots in the designated area, wash their hands, and sit back down on the
mat inside the classroom ready to continue the lesson.

10 mins Conclusion
17. When seated, ask the students to reflect on how the lesson made them feel. What emotions did they
experience when caring for creation?
 18. Ask the students to Think-Pair-Share ideas of how they as a class can continue to care and show 18. SMART board with ICT
appreciation for the sensory garden (e.g. create a watering roster). Scribe the students ideas using the ICT tool Padlet
tool Padlet and display them using the SMART board. (https://padlet.com/).
19. Conclude the lesson by reemphasising that one way Jesus taught his followers to be good was by loving
God with all their hearts, souls, strength and minds. One way God wants people to do so is by caring for
creation (CEOWA, n.d.). Todays lesson was just one of many ways in which people can care for creation,
but as we will soon see, caring for creation has many wonderful and beautiful benefits.
20. Advise the students that they will continue to care for the seedlings and watch them grow as part of learning
about the life-cycles of plants in Science.
21. Advise the students that for their next RE lesson, they will be sharing how Jesus taught his followers to see
the beauty in Gods creations, and how in doing so helped us to respond to Gods love.

Catering for Learner Diversity
A demonstration of the lessons activity will be presented to the
class by the teacher (modelling);
The lesson emphasises sensory learning;
Students are advised where the stations are located to assist with
classroom movements;
Students are grouped with others of similar skill level to assist Additional Notes
with instruction and task differentiation; and
The teacher will be available to answer any student questions if
required.
Evidence of Learning for Assessment and Reporting
Systematically observing and monitoring students during in class learning and
teaching experiences (anecdotal notes and photographs); and
Examination of the list of ways students can continue to care for the growing
sensory garden.
___________________________________________________________________
This lesson is an excellent way to integrate parent volunteers into the
classroom environment.
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