RELIGIOUS EDUCATION Lesson Plan Format

GRADE:

UNIT OF WORK:

Year One - Stage One

In the Beginning

DURATION:

Each lesson = 1 hour

SCRIPTURE BACKGROUND:
Genesis 1:1-31

Creation

Genesis 1 is a majestic text, a poetic masterpiece that is centred on God. God simply speaks and creation happens in a very ordered way, in fact in a
contrived order, based on the 7 seven days of the week.
An obvious meaning of the Genesis 1 creation story is the goodness of all creation. It is made by God who effortlessly initiates everything and creates order
out of chaos, especially out of the chaos of nothingness. The creation of humankind (Gen 1:26) is in the image and likeness of God, male and female God
created them (Gen 1:27). Gods final act of creation on the seventh day is to rest. This is an important psychological creation even God must rest.

TEACHER BACKGROUND:
In this Unit Content the children are presented with the first creation story in Genesis, where God created the world and all that it contains. They hear about all
that God made and that it was all very good. On the sixth day God created human beings. Unlike the animals they are created in the image and likeness of
God, with unique and distinct natures and characteristics.
The storys purpose is to reveal beliefs about God and creation. It is a faith story, not a scientific theory. The primary message is God created and is pleased
with creation. It is important that this creation story is not confused with the creation story in Genesis 2.
Children of this age have an innate sense of the grandeur, diversity and beauty of creation. While the story is told using visual material, the children need to
experience the story through direct interaction with creation. It is suggested that many of the activities take place outside the classroom where the childrens
senses are engaged. This hands-on learning engages the way they naturally play and delight in creation.
Allow time for the children to:
1. Reflect on the presence of God in all creation
2. Reflect on the beauty and uniqueness of creation
3. Enjoy, experience and interact with creation
4. Think about peoples role and responsibility as part of creation
In so doing, provide opportunities for the children to express praise and thanks for various aspects of creation and for Gods presence.
Genesis 1:26 suggests that humans are responsible for creation. Explore what it means to be caretakers and act responsibly with creation in ways that give
life rather than diminish life.

CATECHISM OF THE CATHOLIC CHURCH:

44
Man is by nature and vocation a religious being. Coming from God, going toward God, man lives a fully human life only is he freely lives by his bond
with God.
45
Man is made to live in communion with God in whom he finds happiness: When I am completely united to you, there will be no more sorrow or trials;
entirely full of you, my life will be complete: (St Augustine, Conf 10, 28, 39: PL 32,795).
315
In the creation of the world and of man, God gave the first and universal witness to his almighty love and wisdom, the first proclamation of the plan
of his loving goodness, which finds its goal in the new creation in Christ.
319
God created the world to show forth and communicate his glory. That his creatures should share in his truth, goodness and beauty this is the glory
for which God created them.

Syllabus Outcome(s):

By the end of this lesson, the students will:

S1.5.1
-

Indicators of Learning for this lesson:

recognise that God is present in

their lives, the lives of other
people, the church and the
whole of creation.

Assessment:
-

listen and respond to the story of creation

experience and enjoy creation

learn about ways Gods people praised God for creation

observe Ss being actively involved in

discussion.
Ss reflections on Creation for
comprehension.
Ss presentation of work on Creation
Ss recalling some of what God has
created in the story.

SCRIPTURE:

Resources:

To Know Worship and Love Book 1, small coloured paper, Religion book, A3 paper, textas, pencils,
cardboard, felt, coloured paper, glue, scissors, Godly Play resource, creation story visual picture, world
globe,

Genesis 1: 1 - 31 - Creation

LESSON SEQUENCE
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.

LESSON 1

Students will be
able to:
experience and
enjoy creation.

ASSESSMENT AND TEACHER EVALUATION

Introduction to Creation Story

Take a walk into the playground with the Ss and observe the natural
surroundings. Each student is given a small coloured square of paper. As
they are walking they are matching their colour with things that are found
in nature. Point out any features that you feel the Ss are not taking
particular not of, e.g. sky, clouds, etc.
Engage the Ss in I wonder questions:

Small coloured paper 1 for each student

Resources on First Touch of Land sheet for T to ask
additional questions.
First Touch of Land.docx

How colours are made?

Why are there different colours?
Why are there different shades of colour?
What would the world be like without colour?

Using the coloured paper given, Ss will draw a picture in their Religion
book of some thing they saw in the natural surroundings that is the same

Religion book

listen and
respond to the
story of
creation

colour of their paper. Ss will then come to the floor and have a group
discussion on the pictures they have drawn.
KWL Book 1, Ch 17
T will read the story of Creation from the To Know Worship and Love
book, Chapter 15.
Following the reading of the KWL book T will discuss with Ss the five I
wonders in the book. T and Ss will then reflect and discuss the meaning
of:
God saw that it was good.
God saw that it was very good.
T will then ask Ss:
What do you think God saw that was good?
Why do you think the text changed to very good?

LESSON 2
Revise the creation story through discussion with Ss from previous lesson
as a guide for T to know what Ss have learnt. T will write their answers on
the board.
T will then ask Ss to very quietly and reverently come to the floor and sit
in a circle. T will then go through the phases of A Godly Play In the Godly Play resource.
Beginning with the resource that was made, making sure that everyone
is ready to experience this story told by the T.
T will engage Ss with I wonder questions: (pointing to these)
Why did God make all these things? The trees, the animals, the
sun etc.
What was there before God made these things?
How can we look after our environment and our animals?
What gifts we can give to each other?

T will explain to Ss they will be making their own Godly Play art, of the
7 groups of Ss evenly divided up.
Creation Story. The Ss will be put into groups. In their groups Ss are given

an A3 piece of paper and told what day they are going to do. For e.g. On A3 paper, textas, pencils, cardboard, felt, coloured
the first day (which will be written on the top of the paper) Ss are to paper, glue, scissors.
Visual of the Creation Story and the days.
make/draw the scene of their given day on the A3 paper using coloured
paper, felt, cardboard, pencils or textas. T will have a visual resource for
Ss to refer to for their particular day.
Ss will then discuss, when finished their picture, one group at a time, what
day they have and what they have included in their picture.

LESSON 3:

This lesson will

include
an
Aboriginal and
Torres
Strait
Islander
Perspective.

T will discuss with Ss different people and countries around the world and World globe
their different cultures and religions, using a world globe. This will give a visual
for the students to understand where Australia is and where the other
countries around the world are situated.

T will ask Ss if they know who are Australias Indigenous people. T will then
ask Ss what they know about Aboriginal people in Australia?

T and Ss followi into a discussion on Aboriginal peoples spiritual connection

with land and how their Dreaming Stories are similar to The Creation Story. T
will use pictures for visual representation of stories.

The Dreaming.docx

Tiddilick Picture.docx

Examples of these are Tiddilik the Frog, a rock image of a frog is located at Mt Bre Fish Traps.docx
Dangar Lookout at Wollombi. Brewarrina Fish Traps (ngunnhu), an ancestral
spirit by the name of Baiame created the fish traps as the river was beginning
to dry out. Baiame then showed the old men how to call the rain using dance
and song. Days of rain followed and the river flooded, bringing thousands of
fish.
Dreaming Stories: YouTube

T will show Ss 2 dreaming stories. T and Ss at the end of story will discuss the
meaning and how they relate to the creation story, eg, what is similar and
what is different. T will draw a line down the middle of the whiteboard to divide
Similar and Different. Ss will then brainstorm what is Similar and what is
Different. (God/Ancestral Spirits)
Ss will then reflect on what they have learnt about Religion in different
cultures.

Tiddilick the Frog

https://www.youtube.com/watch?
v=0y3Ta5xcKV4
Girawu the Goanna
https://www.youtube.com/watch?
v=tWvoTZxvEs8