Teaching Focus for the Lesson

Key Understanding/Learning Point

-Students will develop an understanding of creation, in particular; sunlight.
Wondering at Creation--
-Create an experiment that shows the growth of a plant with and without
sunlight. A1.1 Identifies some ways light is used.

Timing Steps of the Lesson Resources

Prior Knowledge:
15 mins
-Where sunlight comes from the Sun.
Introduction
1. Students start by sitting in a big circle, with the teacher holding a magic wand/ribbon. -Magic wand/ribbon (anything that can be used as a
2. Start off matt session with a wonder question I wonder where sunlight comes from. Let talking stick)
students dwell on this thought for a few minutes before continuing.
3. Ask students What is one thing that you love about the sun? Students go round in the
circle, holding the magic wand/ribbon when it is their turn to talk. Students will describe
what they love. Some prompts can include; its warmth, the colours it makes, how big it is,
how it brightens the day, how rainbows come even when its sunny, how it swaps with the
moon at night, how it make plants and flowers grow etc.
4. Discuss the following: The
sun gives light to the world. This light helps many things in creation to grow. For example:
seeds. From sunlight, little seeds can grow into big plants.
5. Ask students:? How do you think seeds grow?
6. Before students move off to their next activity, explain to them that later in the day they will
have a chance to do an experiment about how sun allows things to grow.

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 Strategies for Learning and Teaching
50 mins

During Science lesson, as a whole class: Participate in guided investigations and make observations -Kidney bean seeds x30
using the senses (ACSIS011) -Cotton wool x30
-Plastic cups x30
1. Continue discussion from earlier, surrounding sunlight and how it allows seeds to grow. -Use of storeroom (dark room)
2. Ask students What happens to a plant or seed if it does not receive sunlight? eg. Doesnt -Use of a window sill inside
grow. -Use of outside window sill
3. Ask students what else do plants need to grow? eg. Water -Spray bottle x3 (one for each area seeds are kept)
4. With demonstration set up (one cup container with cotton wool in and one seed in it).
Explain to students how they are going to get to do their own experiment of sunlight. One
third of the class will be keeping their seedling in a dark place (the storeroom), the next third
of the class will keep their seedling on an inside window sill and the last third of the class
will keep their seedling on an outside window, in the sunlight. Observation Sheet- see appendix 1
5. Students must plant their own seedling and keep it in the designated area.
6. Each day students need to spray their seedling once.
7. Once each week students will write down or draw what they see happening to their seedling
on an observation sheet. This can be the progress occurring, the changes occurring or the
lack of progress and changes occurring to the seed. Teacher will ask prompting questions
during this time, such as How does sunlight help the seed to grow?, What has happened
to those seeds without sunlight?.

10 mins Conclusion
At the end of the science lesson this will occur; Youtube video: How does a seed become a plant?
1. Teacher discusses what students have participated in today. For example, using sunlight to https://www.youtube.com/watch?v=tkFPyue5X3Q
grow seeds, how seeds grow, what could occur without sunlight for the seeds.
2. Watch youtube clip about seeds growing.

Catering for Learner Diversity
Students will be engaging with nature during this lesson and
therefore those who havent engaged in this spiritually will have
the opportunity to do so.
Students will be able to see the changes in the seed over the next
few weeks so will experience this spiritual journey with nature for
the duration of this time.
Evidence of Learning for Assessment and Reporting
Teacher will check each students observation sheet over the weeks of observation.
Teacher will record if student has accurately recorded the changes or lack of changes in
their drawings, this can be done using anecdotal notes and sticking them into a marks
book.

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LESSON PLAN TWO B - The Promise of Christian Salvation
Teaching Focus for the Lesson Key Understanding/Learning Point
Jesus appreciated creation
-Understand how Jesus appreciated Creation
B1.2 (Option C): Represents that Jesus prayed in Creation
-Understand that Jesus used creation as a teaching point.

Timing Steps of the Lesson Resources

Introduction
15 mins
1. Students begin by sitting on the mat, in their own space. Teacher explains to students that they are going to
have some quiet time to start with, listening to a song about creation. Youtube video: God Makes
2. Discuss with students how God made everything, how he made all of creation for humans to enjoy forever. Everything:
3. Ask students who is Jesus, have a discussion about this so that all students in the class have a https://www.youtube.com/watch?
understanding of who Jesus was. v=rElVRwbzzIU
4. Share with the students the stories about Jesus appreciating creation. Teacher will read the verses from
Matthew 5: 1-2 first; Now when Jesus saw the crowds, he went up on a mountainside and sat down. His
disciples came to him, and he began to teach them. Discuss with the students how Jesus used creation (the
mountain) as a bench for teaching the Disciples, he didnt make them sit at tables and chairs and learn,
instead he used nature as an aid. Ask students which way would you prefer to learn? In nature/creation or
at tables and chairs?
5. Teacher can express wonder questions such as I wonder what it was like for the Disciples to learn from
Jesus? I wonder how we could all learn from Jesus?.
6. Teacher will then read the few verses from Lukes Gospel, Luke 5:1-3 One day as Jesus was standing by
the Lake of Gennesaret, the people were crowding around him and listening to the word of God. He saw at
the waters edge two boats, left there by the fishermen, who were washing their nets. He got into one of the
boats, the one belonging to Simon, and asked him to put out a little from shore. Then he sat down and
taught the people from the boat.
7. Discuss how in this story again Jesus used creation and nature to teach his followers about the word of God.
8. Re-read the story from Lukes Gospel, while reading it show the students the Godly play, and how it is a
creation of the story. Show students how there is the character of Jesus, his followers, a boat and a lake.
Using the Script, read through Luke 5: 1-3 again.
9. Explain that the students are welcome to play with this during an activity they will be doing later during the
day.
10. Explain to students that they will have the opportunity to make their own model of Jesus appreciating Script: See appendix 2

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 creation and write their own story about it.

Strategies for Learning and Teaching

During Literacy rotations (2x groups will be participating in Religion based activities and other groups in Literacy -Paper plates
20-25 mins based activities). Rotations will occur during the week. -Play-doh (different colours,
textures)
Teacher will explain to all students that during Literacy rotations this week, they will be making models out -Play-doh resources eg.
of play-doh of Jesus appreciating creation. Each morning, as a refresher the teacher can re-read the stories Cutters
from Matthew and Lukes Gospel, before students start their rotations. Pattern creators
Teacher will float between the groups, giving assistance where needed. For example, teacher may need to Googly eyes
give assistance with ideas or spelling or demonstrating how to mould the play-dough. Spaghetti
Feathers
Group 1: Pebbles
1. Group one will be using their creative nature and making play-doh of Jesus appreciating creation, they will Leaves
also have the opportunity to play with the Godly Play as seen earlier. Beads
2. They will do this individually but at a group table, sharing the resources available.
Pipe-cleaners
3. These ideas of the Jesus appreciating creation can come from the stories read earlier in the day from
Matthew and Lukes Gospel or from the students imagination of Jesus appreciating creation. For example;
Jesus talking to others, smelling of flowers, playing in nature, keeping nature clean of waste, helping plants
and flowers to grow.
4. The creation will be made on a paper plate, with each students name on, so they get to keep their model. It
will be displayed in the classroom and taken home at the end of the week.
Group 2:
1. Group two will be writing or drawing (depending on level of individual student) their story about Jesus
appreciating creation.
2. These stories can come from the stories read earlier in the day from Matthew and Lukes Gospel, they can
come from the Godly play example seen earlier or the story can come straight from the students
imagination.
3. The story must match their model that they will later create (next rotation) about Jesus appreciating
creation.

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 Conclusion
10-15 mins At the end of the week (once all students have completed the Literacy Rotations and have a completed model and -Godly Play box
story to go with it).
1. Teacher begins by re-showing students the Godly Play and how this relates to Jesus showing appreciation
for creation. For example; how he chooses to teach on the lake, rather then just standing with the crowds.
2. Teacher invites one student from each group to tell the class about their model and story that goes with it.
This then rotates through the groups and students until all students have had a turn at explaining their model
and story.

Catering for Learner Diversity
Teacher will ask students during introduction about who Jesus was,
so that all students get a recap about who Jesus was and to cater for
different faith backgrounds.
Students are able to make up stories about Jesus appreciating
creation, therefore those students who dont know any real stories
can make these up and are able to be at the same level as students
know do know the real stories.
Evidence of Learning for Assessment and Reporting
During Literacy rotation teacher will be floating between groups, therefore
having the chance to write anecdotal notes, correct any spelling or grammar
issues and take occasional photos of the students working. These can all be later
added into a marks book or for the photos they can be posted for parents to see,
for example on a class Dojo, or class noticeboard.
Teacher will assess if the students are able to create models that reflect Jesus
appreciating creation or if the models dont reflect this. This can then be
documented on anecdotal notes or using a simple yes and no checklist.

LESSON PLAN THREE C Christian Response

Key Understanding/Learning Point
Teaching Focus for the Lesson
Jesus wants his followers to appreciate and care for creation
-Psalm of Praise C2.1 (Option B): States ways followers of Jesus can appreciate and care for creation in
-Create a painting depicting their favourite part of the Psalm. their daily lives.

Timing Steps of the Lesson Resources

Prior Knowledge:
20 mins -Basic describing words to describe objects.
-How to hold a paintbrush.
-Colourful mystery bag
Introduction containing:
1. Students sit on mat, teacher stands at the front of the class, holding up a colourful mystery bag. -- sun,
2. Teacher says, Today for Religion I want you all to guess what we are going to be talking about. In this bag --moon,
are lots of little clues to todays lesson. We are going to one by one pull them out and think about how they --stars,

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 could relate. --container of water,
3. Teacher does a demonstration first, going through the process very slowly. --earth sphere,
4. Invite students to come up to the front, reach inside the bag and describe what they feel. Once students have --leaves and tree branches,
had a good go at describing what their item is, they pull it out and show the class. --plastic animals
5. Teacher will then guide the discussion on what the item is and why it might be in the bag. Items can
include; sun, moon, stars, container of water, earth sphere, leaves and tree branches, plastic animals etc.
(anything that fits with the idea of creation, or is in the A Psalm of Praise.
6. Repeat these steps until all items are out of the mystery bag.
7. Ask some wonder questions I wonder what we are learning about today, Could it be Creation and -A Psalm of Praise- see
appreciation for Creation. Discuss this together with the class. Resource sheet 5
8. Share with the students A Psalm of Praise. Read the Psalm slowly, pausing after each sentence so students
have time to comprehend what is occurring during the Psalm.
9. Talk with the students about The Psalms being one of the many books in the Bible. For example; Gospels,
miracle stories, parables, Letters.
10. Share with the students that Jesus and his friends prayed the psalms [Mark 14:26] and, like them, people too
can pray the psalms. For example, at Church/Mass, Psalms are prayed.

Strategies for Learning and Teaching

-A Psalm of Praise- see
40 mins Integrated into an Art lesson as a whole class: Sharing artwork with others (ACAVAM108) Resource sheet 5
-A4 white card
1. Re-read to the students A Psalm of Praise so it is fresh in their memory. Discuss some of things that God -Paint pots
was praised for. For example; the mountains and hills, the wild animals and farm animals. -Different coloured paint in each
2. Ask students to put up their hands and tell the class what their favourite image from the Psalm was. See pot
examples above. -Water pots on tables
3. Explain to students that they are going to paint this image onto white card. -Paint brushes
4. Students spend time painting their favourite verse onto the white card. -Printed copy of A Psalm of
5. The teacher or teacher assistant will write on the verse of the Psalm that the student has chosen to paint. Praise.
These will then be put onto a wall in the classroom with the heading A Psalm of Praise and a charted
copy of the Psalm will go in the middle.

Conclusion
10 mins At the end of the day, in replacement of a going home prayer. -A Psalm of Praise
1. After each student has completed their painting and the verses have been written on each students painting, -Students have their individual
gather all students on the mat in a big circle. card paintings
2. The teacher will re-read the Psalm, pausing after each line. When the students line is read out (line that
they painted onto the white card), they hold up their painting for the rest of the class to see.
3. Repeat this activity twice so all students have the opportunity to show their painting (as many will not pick
up on this concept straight away, so doing it twice allows for this).

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Catering for Learner Diversity
Students will be engaging with am artistic nature during this lesson
and therefore those who havent engaged in this spiritually will have
the opportunity to do so.
All students are able to create their own painting from the Psalm,
therefore each student can use their individuality to do this.
No two students will have the same painting, therefore each student
has an equal opportunity to excel.
Teacher will be able to assist those students who need further
prompting with ideas as most students should be able to work
independently on this, giving the teacher more time to work with
individual students.
Evidence of Learning for Assessment and Reporting
Teacher will be able to take photos of students work or use the actual piece in the
students portfolio. This will show parents where their child is with painting skills
and with depicting information and putting it into a painting.
Teacher can use a simple checklist, ticking that the student has chosen a image
from the A Psalm of Praise and then re-created it through their painting, and
crossing if the students has just painted anything they wanted and not used the
Psalm.
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Appendix 1: Observation Sheet

Week: Observation:
Written or drawn.
One:

Two:

Three:

Four:

Five:

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APPENDIX 2: Godly Play Script

Introduction; Step 8.

Invite all students to move into a semi-circle, ready to listen to the story. Place the Godly Play box, containing the materials needed, carefully beside you.

Place the class Bible in front of you, with a bookmark in it at Luke 5: 1-3.
This story comes from our special book, the Bible. We are going to read the story again, using our Godly Play box.

Open Bible, and place beside you (so you can read it).
One day as Jesus was standing by the Lake of Gennersaret,

Hold Jesus in front of you and place him by the Lake.

The people were crowding around him and listening to the word of God.
Place the group of people next to Jesus.

Bring the boat into view and place it by the waters edge.
He saw at the waters edge two boats, left there by the fishermen, who were washing their nets.

Now move Jesus into the boat, leaving it on the waters edge.
He got into one of the boats, the one belonging to Simon, and asked him to push out a little from shore.
Move the boat with Jesus in it, to the middle of the lake.

Move the crowd of people so they are facing out towards the lake and Jesus.
Then he sat down and taught the people from the boat.

Pause quietly for a moment, and then begin to wonder together.

-I wonder if any part of this story could be left out?
-I wonder what this story is telling us about Creation and our World?

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References:
Catholic Education Office of Western Australia. (n. d.). Perth Archdiocesan Primary RE
Units. Wonderful World. Perth CEOWA.

Bible Stories:
-Matthew 5:1-2
-Luke 5:1-3

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