SCHOOL OF EDUCATION

FORWARD PLANNING DOCUMENT

YR: 8
Lesson

Content
The Bible is inspired by God,
we get to know God through the
Bible.

TOPIC: Religious Education

Student Name & ID: Jo Doyle and Anna van Eck

Learning Area : ICT

FPD week 3 ( 4 lessons)

Teaching & Learning Objectives/Experiences/Content

Resources

Assessment

What or how are students doing/learning/demonstrating/engaging in activities?

What will they use?

How will achievement be judged?

How will results be recorded?

Objective: Students will investigate the creation stories found in the

Book of Genesis in detail. They will understand that the Bible is inspired
by God.
Outcome: Students will be able to list the days of creation and link
these to how the world came into being. This is the first step in giving
students the literacy to be able to explain that Genesis gives us insight
into why the world was created, not how. We look to science to
understand how the world was created. Students will be able to give an
explanation for the concept of Divine Inspiration. That God inspired the
Bible and that it gives us insights into who God is.
Steps:
a. 1. Brainstorm creation words using Answer Garden
2. Watch YouTube clip of creation and create a timeline of the seven
days of Creation:
Label the pictures and add a short description.
When you have finished, print it out on A3 paper to display in the
classroom
1 b. The Bible is inspired by God.
Students directed to resources page where an article has been
uploaded.
To go deeper, visit the Vatican archives.
Final activity:
Students blog their thoughts on Divine Inspiration in the Religious Ed
Blog (150-200 words)

Objective: Students will compare the two versions of the creation story

Answer Garden
http://answergarden.ch/
view/150724
https://www.youtube.co
m/watch?
feature=player_embedd
ed&v=5U_JYDMqflU
creation clip

Observation of words used

by students

Assess timeline

timeline:
http://www.readwritethin
k.org/files/resources/int
eractives/timeline_2/
be inspired
article in weebly
resources page
Dei Verbum

Assess blog

http://www.vatican.va/archi
ve/hist_councils/ii_vatican
_council/documents/vatii_const_19651118_deiverbum_en.html

TheUniversityofNotreDameAustralia,FremantleCampus19MouatStreet(POBox1225),FremantleWesternAustralia6959Tel:(08)94330555Fax:(08)94330544Email:fremantle.reception@nd.edu.auInternet:
www.nd.edu.auABN:69330643210CRICOSPROVIDERCODE:01032F

UNIT OUTLINEEDSM16/EDSS16 - SEMESTER 1, 2015

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The creation stories tell us why,

not how God made the world

which appear in Genesis. They will investigate whether there is a

disconnect between science and religion.
Outcome: Students will create two word clouds with words specific to
each creation story. They will be able to explain that each story reveals
different information about why God created the world.
Steps: Compare the two creation stories:
2a. Read and compare .
Create two columns label one Priestly (Gen 1:1-2:4a) and the other
Yahwist (Gen 2:4b-2:25).
In pairs answer these questions:
1. What was present before the creation?
2. How does God create?
3. How were human beings created?
4. When were the humans created?
5. How does God come across in the story?
6. What is God called?
2 b. Ask students to consider whether there a disconnect between
science and religion? Direct students to an article on the resources
page.
2 c. Using answer from 2a. create two Tagxedo word clouds;
one for the Priestly account and another for the Yahwist account.
Students are to record a screenshot of each on their blogs
Remind students that we're looking for words which are unique to each
account.
2 d. For early finishers - try creating.
Remind students to a screenshot of their creature for their blog.

There are four ways in which

God wants us to be in balance

Objective: Students will consider the four main relationships which

keep people in balance.
Outcome: Students will develop their understanding into a creative
representation of what it means to be in balance the way God intended
them to be.
Steps: 1. Introduce the four harmonies to the students: This is about
our relationships with: God / Ourselves / Each other / and the rest of
Creation.

The University of Notre Dame Australia

Date of Publication to Students: 11/02/13

2 of 6

the two creation stories

The two creation stories
uploaded onto the
weebly resources page.

Informal assessment during

class work time
here
article on weebly
resources page.
Tagxedo
http://www.tagxedo.com
/app.html
link on resources page.
creating:
http://www.reasonablycl
ever.com/mini/flash/mini
fig.swf

Assess word clouds

UNIT OUTLINEEDSM16/EDSS16 - SEMESTER 1, 2015

Students are lead to investigate what being in balance in these four

relationships means by being directed to the weebly resources page.
2. They are given increased freedom in lesson 3 to express their
findings:
By writing a poem about each relationship; or
By creating a series of posters; or
By creating a comic strip. (using: Pixton.com/activate and use the code:
HYVK-AQ)
Students are reminded to maintain connection between the four
concepts: If you create a separate piece of work for each relationship,
make sure they are connected to each other to form a series.

4/4

God's plan for creation has not

yet been fully realised.

Investigate article on
weebly resources page

posters
Pixton.com/activate and
use the code:
HYVK-AQ

Objective: Students are able to explain how the creation stories reveal
Gods purpose for people and the world. To challenge students to play
their role in the continuation of creation.
Outcome: Students will synthesize what they have learned and
experienced through the WebQuest into a plan of action.
Steps:
1. Form groups of four.
Direct students to action: Using what you have experienced on
the quest so far, come up with an idea of how to make your
contribution to help realise God's plan for original harmony.
What can you do to make sure "IT'S ALL GOOD" ?
2. Direct students to watch advert (for life insurance!) as a thought
provoker.
3. Direct them to decide on what action they will take.
Some ideas: community clean-up, church youth group, feed the
hungry, recycle,
promote the rights of the unborn, bring people together.
4. Direct students to decide on how they will promote their plan.
Students are given freedom to decide what it is they will do and
how they will promote their ideas. This is the culmination of the
WebQuest and the transformation of their learning.

https://www.youtube.co
m/watch?
feature=player_embedd
ed&v=K9vFWA1rnWc

Read further.
Article on weebly

tools
resources on weebly

The University of Notre Dame Australia

Date of Publication to Students: 11/02/13

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Assess completed work

UNIT OUTLINEEDSM16/EDSS16 - SEMESTER 1, 2015

SCHOOL OF EDUCATION

LESSON PLAN
LESSON ORGANISATION
Year Level:

Time:

Date:

Students Prior Knowledge:

Learning Area:
Strand/Topic from the Australian Curriculum

General Capabilities (that may potentially be covered in the lesson)

Critical and
Literacy
Numeracy
ICT

Ethical
behaviour

creative
thinking
(may be addressed in the lesson)
competence

Cross-curriculum priorities

Aboriginal and Torres Strait Islander

histories and cultures

Asia and Australias engagement with

Asia

Personal and
Social
competence

Intercultural
understanding

Sustainability

Religion and Life Syllabus Content

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:

Teachers Prior Preparation/Organisation:

Provision for students at educational risk:

(including Teacher Witness)

INCLUDE provision for:

Gifted

Sensory impaired

Learning difficulty
Choose ONE from:

ADHD

Intellectual disability
Physical disability

LESSON EVALUATION (to be completed AFTER the lesson)

The University of Notre Dame Australia

Date of Publication to Students: 11/02/13

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UNIT OUTLINEEDSM16/EDSS16 - SEMESTER 1, 2015

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)

Time

Resources/Reference
s
Alignthesewiththe
segmentwheretheywill
beintroduced.

Motivation and Introduction:

Lesson Steps (Lesson content, structure, strategies & Key Questions):

The University of Notre Dame Australia

Date of Publication to Students: 11/02/13

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UNIT OUTLINEEDSM16/EDSS16 - SEMESTER 1, 2015

Lesson Closure:(Review lesson objectives with students)

Transition: (What needs to happen prior to the next lesson?)

Assessment: (Were the lesson objectives met? How will these be judged?)

The University of Notre Dame Australia

Date of Publication to Students: 11/02/13

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