Lesson Plan 1

Class:
1C
Key Learning Area:
Religion

Date:

Time: Start
Finish

Lesson Topic:
Creation Booklet

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
ES1 Outcomes: respond to wonder of Gods creation; respond to scripture stories; and participate in simple formal and informal prayer.
Syllabus Outcome(s):
One or two only. Please note the
syllabus reference number AND write
out in full.

S1.5.1
Recognise that God is present
in their lives, the lives of other
people, the Church and the
whole of creation
S1.10.1
Compose and pray simple
prayers of thanks, praise and
sorrow

Any safety issues to be considered:

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s). Quote syllabus
numbers. Must be clear, specific, observable. Curriculum Content Strands may be
used as headings.

Assessment:
Strategies, which will be used to
assess learners attainment of
learning outcomes. Should be linked
to each learning indicator

By the end of this lesson, the students will:

Listen and respond to the story of creation

Understand and appreciate Gods gift to them

Observe Ss participation
during the lesson
Analyse Ss creation
booklets: day, correct
matching sentence, order
Student responses during
class discussion

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
To Know Worship and Love text book
To Know Worship and Love Posters
Creation Story blank booklets

Lesson Content /
Indicators of
Learning (What is Taught):
Note key skills, concepts and values
addressed in each section. Link to
your Indicators of Learning.
INTRODUCTION
The Creation Story

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and what
students (Ss) will do.

Resources and Organisation:

10mins

T reads Creation Story with Ss from To Know Worship and Love

books.

Classroom Ss sit in semi - circle

To Know Worship and Love Books

I wonder
Why God made all these things
What there was before God made the world
Which one of these gifts you like best (page 130)
T and Ss read the Prayer on page 131

Ss understanding and appreciation

of Gods gifts to them e.g. family,
friends, school, animals, shelter,
water
DEVELOPMENT
Creation Booklets
Ss response to the story of Creation:
day, order, and matching sentence

CLOSURE
Student Reflection

T asks Ss to think of the gifts they are most thankful for and share with
class discussion. Ss may respond with parents, friends, family, and
pets. T may extend Ss to ask why?
15mins

Ss create their own creation booklets with pictures and words

Day 1: Light
Day 2: Water and sky
Day 3: Plants and trees
Day 4: Sun, moon and stars
Day 5: Birds and sea creatures
Day 6: Land animals
Day 7: Rest

See Appendix 1.1

5mins

T asks reflection questions:

I wonder why God made us?
T gives Ss time to think about their answers.

Class discussion led by T

Lesson Plan 2
Class:
1C
Key Learning Area:
Religion

Date:

Time: Start
Finish

Lesson Topic:
Appreciation of Gods Creation and meditation

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
ES1 Outcomes; begin to recognise that God is present in their lives
Syllabus Outcome(s):
Indicators of Learning for this lesson:
Assessment:
One or two only. Please note the
Behaviours that contribute toward achievement of outcome(s). Quote syllabus
Strategies, which will be used to
syllabus reference number AND write numbers. Must be clear, specific, observable. Curriculum Content Strands may be
assess learners attainment of
out in full.
used as headings.
learning outcomes. Should be linked
to each learning indicator
S1.5.1
By the end of this lesson, the students will:
Observe Ss participation
Recognise that God is present
Experience and enjoy creation
in their lives, the lives of other
during the lesson
people, the Church and the
Analyse Ss reflection
whole of creation
responses in Religion book

Any safety issues to be considered:

Hazards playground bindis, sharp sticks

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
Students Religion books, pencil
Creation Story
Godly Play: Creation Story
Meditation Script (Appendix 1.1)

Lesson Content /
Indicators of
Learning (What is Taught):
Note key skills, concepts and values
addressed in each section. Link to
your Indicators of Learning.
INTRODUCTION
Godly Play: The Creation Story

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and what
students (Ss) will do.

Resources and Organisation:

5mins

T tells the story of Creation following the Godly Play script and
pictures. (T to leave out the Rainbow Serpent)

Classroom Ss sit in semi - circle

T asks I wonder questions:

I wonder why God made all these things?
I wonder what this story tells us about God?
I wonder why God thinks Creation is good?
I wonder how you felt when you saw all of Gods creation?
T explains to Ss that they are going to go outside to the playground for
the remainder of the lesson.

DEVELOPMENT
Appreciation of Gods Creation

Meditation

20mins

T asks Ss to go outside to their bags put their hats on and line up in

two lines.

Ss line up in two lines with their hats

on.

T guides Ss to a natural area in the playground.

T asks Ss to take off their shoes (if safe). Give SS time to feel the
different surfaces underfoot.
T asks Ss to close their eyes and listen to the sounds around them,
both natural and human made sounds. Allow time for Ss to listen.
T asks Ss to share a sound that they hear.
T says Now I want you to try and block out the man made sounds,
place your hands by your side, feel the grass under them and now be
still

T to ensure outdoor area is safe for Ss

to take off their shoes.

T to introduce meditation to Ss For the next five minutes you are

going to lay or sit quietly and practice a breathing meditation
T asks Ss to gently close their eyes again. This will help calm your
mind and prevent distractions.
Complete a small meditation exercise so the children can relax and
be more aware of the different sounds.
Now Ss are relaxed asks them to spend some time again listening to
the sounds of this place.

See Appendix 2.1

http://cf.ltkcdn.net/yoga/files/1469Script-for-Children.pdf

T to ensure Ss are calm and settled to

listen to their surroundings.
Praise Ss sitting or laying still, staying
calm and closing their eyes.

Again give the Ss the opportunity to share the sounds they can hear.
T asks Ss to begin to slowly move their fingers and toes, making small
movements in small places. Begin making larger movements, even
stretching. Then asks Ss when they are ready, open your eyes
Praise Ss for participating calmly.

Some sounds may be difficult to hear

than other, so encourage students to
use their animal ears (by cupping their
hands behind their ears and turning to
face a sound they want to hear) to
hear the softer sounds.

T then instructs Ss to walk calmly and quietly back to the classroom.

As they walk back to the classroom the T to encourage the Ss to be
aware of the different scents around them.
CLOSURE
Student Reflection

10mins

Ss then record in their Religion books: Assessment

What did they see, hear, or feel?
Ss write a sentence and draw a picture of Gods Creation.

Individual Reflections
Written and Illustrated

T select Ss to share with the class their sentences.

Class discussion
T to praise Ss for their participation
and feedback.

Lesson Plan 3
Class:
1C
Key Learning Area:
Religion and Creative Arts (dance)

Date:

Time: Start
Finish

Lesson Topic:
The Rainbow Serpent as Creator

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):
ES1 Outcomes; Ss have heard the story of Creation and completed a meditation and nature walk appreciating Gods creation
Syllabus Outcome(s):
One or two only. Please note the
syllabus reference number AND write
out in full.

S1.5.1
Recognise that God is present
in their lives, the lives of other
people, the Church and the
whole of creation
DAES1.7
Moves in response to various
stimuli

Indicators of Learning for this lesson:

Behaviours that contribute toward achievement of outcome(s). Quote syllabus
numbers. Must be clear, specific, observable. Curriculum Content Strands may be
used as headings.

Assessment:
Strategies, which will be used to
assess learners attainment of
learning outcomes. Should be linked
to each learning indicator

By the end of this lesson, the students will:

Listen and respond to the story of creation

Explores ways the body can move to portray various images e.g. animals,
nature

Any safety issues to be considered:

Classroom size and obstacles that may
cause injury if bumped into. T to move
furniture to one end of the classroom.

Observe Ss participation
during the lesson
Ss responses during lesson:
Ss begin to make
connections between Gods
creation and Aboriginal
Dreaming story or identify
similarities

moves safely when sharing confined space with others

Resources:
List resources you used in preparing the lesson AND those used in the lesson implementation.
Godly Play: Creation story script
YouTube: Native Animal Song by Kangaroo Club
Clap Sticks

Lesson Content / Indicators of

Learning (What is Taught):
Note key skills, concepts and values
addressed in each section. Link to
your Indicators of Learning.
INTRODUCTION
What is the Dreaming?

Timing
(mins)

Teaching Strategies / Learning Experiences:

(How it is taught)
Write detailed steps showing what the teacher (T) will do and what
students (Ss) will do.

Resources and Organisation:

15 mins

T asks Ss what they think the Dreaming is?

Ss discuss with their partner what they think the Dreaming means.
Then T selects Ss to share their ideas.

Classroom Ss sit in semi - circle

Think Pair Share
Class discussion

T clarifies what Dreaming means. For example:

Dreaming stories pass on important knowledge, cultural values and
belief systems to later generations. Through song, dance, painting
and storytelling, which express the dreaming stories, Aborigines have
maintained a link with the Dreaming from ancient times to today,
creating a rich cultural heritage.
Aborigines have the longest continuous cultural history of any group of
people on Earth.
Godly Play: The Creation Story with
the Rainbow Serpent

T tells the story of Creation following the Godly Play script and
pictures including the Rainbow Serpent.
T traces hand over the Rainbow Serpent and asks I wonder
questions:
I wonder why the Rainbow Serpent slept under the ground?
I wonder how the animal tribes slept in her belly?
I wonder if the Rainbow Serpent thinks creation is good?

DEVELOPMENT
Creative Art: Dance
Rainbow Serpent

T looks closely at the Aboriginal symbols on the paintings

U means man
The yellow around the U representing God.

Praise Ss for their participation

Fantastic listening or Beautiful
everyone, you all were so reverent

T asks Ss Who could demonstrate how a Rainbow Serpent would

move using their body. T demonstrates clasping hands together out in
front and moving them in a snake like motion.
Ss then move like the rainbow serpent, while staying in the circle and
moving clockwise. T to clap a steady beat with the clap sticks.

T has a pair of clap sticks

Ss stand in circle and follow
instructions.

20mins

T then fastens the beat of the clap sticks and Ss move from the circle
to create the rivers and creeks.
When T slows the beat to a steady rhythm Ss move back into their
circle, continuing to move like the rainbow serpent.
As the beat slows right down the children lay down to rest to make the
land, mountains and valleys.
Native Animal Song.

T says, Next we are going to learn another contemporary Aboriginal

dances. This dance is called Native Animal Song.
This song mentions 4 Australian Native Animals. The kangaroo, emu,
snake and cockatoo.
T says Put your hand up if you think you can come out the front and
show us how might the kangaroo might move. T selects Ss to come
forward and show the class. Ss come forward and demonstrate how
kangaroo moves. T then clarifies movements, scratch chest, ears
pricked onto of head, jump forward only or lay down in the sun.
T says Put your hand up if you think you can come out the front and
show us how the emu might move. T selects Ss to come forward and
show the class. Ss come forward and demonstrate how emu moves.
T then clarifies movements, 1 arm up representing his long neck and
hand represents beak, other hand behind back representing his tail.
T says Put your hand up if you think you can come out the front and
show us how snake might move. T selects Ss to come forward and
show the class. Ss come forward and demonstrate how snake
moves. T then clarifies movements, lay stretched out in sun, slither
on the ground, rear up at danger, or stick tongue out.
T says Put your hand up if you think you can come out the front and
show us how the cockatoo might move. T selects Ss to come forward
and show the class. Ss come forward and demonstrate how
kangaroo moves. T then clarifies movements, flapping arms out to
the sides of the body to represent flying, 1 hand on head with fingers
stretched out to represent crest of the cockatoo.
Praise Ss for sharing their ideas and sitting on the floor waiting
patiently.
T model movements for each verse:
I can be a .
Kangaroo jump
Emu run
Snake slide

YouTube: Native Animal Song with

music and lyrics

Cockatoo - fly
Ss then practice the moves for the native animal song.
T and Ss dance using the movements and music.
CLOSURE
Student Reflection

5mins

YouTube video:
Australian Childrens Song True Blue Wonders
https://www.youtube.com/watch?v=sg2IX65EPYY
Ss listen to the song, which, celebrates our beautiful country Australia
and features the awesome sounds of the didgeridoo imitating
Australian animals.

Appendix 1.1 Mini Booklet Template

Creation Story

Day 1

Day 2

Day 3

Day 4

Day 5

Day 6

Day 7

Appendix 2.1 Meditation Script

Meditation
Script for Children
Please make sure your eyes are closed softly, as if you were getting ready to fall asleep. But please do not fall asleep. Keep your eyes closed,
but do not go to sleep. Stay awake and listen to my voice.
Make sure not to move. Feel your body remaining still and calm.
Feel your body becoming light, so light it begins to float up off the ground.
Begin to soar into the sky where it is warm and beautiful. The sky is blue and full of white, puffy clouds. Birds are singing, and the sunshine is
warm and golden.
Now imagine your favorite place. Take a moment to imagine that place. Imagine what it looks like. Imagine what it smells like. Are there any
other people there or are you by yourself? Continue soaring through the beautiful, blue sky to your favorite place. Fly overhead and see this
place from the sky. Look down upon it. Enjoy seeing it from so high above.
Now fly past your favorite place and see a rainbow in the distance. Begin to soar through the sky toward the rainbow. The rainbow is beautiful,
full of so many colors, so bright and playful. Fly straight into the rainbow and grab your favorite colors in your hand.
Continue to soar through the sky, finding a colorful kite flying nearby. Chase the kite and follow it as it travels on its own path through the sky.
Allow the kite to continue on its way, as you continue on your way.
Find a large, leafy tree and begin to descend from the sky to land safely and softly on the tree branches. The tree is strong and supports you.
Enjoy swinging from the trees branches and climbing down its trunk.
The grass at the base of the tree is green and soft. It is a restful place. The tree offers shade, and the grass offers comfort.
Lie down on the grass and relax under the shade of the tree.
Feel completely relaxed and still. Listen to the birds singing overhead. Feel the warm breeze on your cheeks. Allow time for students to listen
to their surroundings.
Now begin to slowly move your fingers and toes, making small movements in small places. Begin making larger movements, even stretching.
When you are ready, open your eyes.