LESSON PLAN 1 STEP A: Wondering at the Creator

Key Understanding Wondering at belonging to Teaching Focus for the Lesson

communities Students reflect on and wonder about the communities
to which they belong for example, their families, school
Learning Point A1.1 (Identifies the family as one and neighbourhoods. Students then identify who these
special group to which they belong) people are and how they belong, developing their
understanding about how we are all somebodies
neighbour.
Lesson Delivery:

Timing Lesson Steps Curriculum Resources

Introduction
Links

15 1. Children move to the mat and form a circle Butchers

minutes 2. Before reading the story, the teacher asks children Paper
to think about the things that they like about their
families. As a class, they will then brainstorm the Coloured
reasons onto a large piece of butchers paper (*this Markers
will then be hung near the students sacred space*) Families
3. After they have done this, the teacher reads the are
story Families are Different by Nina Pellegrini Different
4. At the conclusion of the story, the teacher reminds by Nina
students that they are all a part of a special Pellegrini
community group called a family.

Strategies for Teaching and Learning

*As a part of the students Visual Art Lesson, children will
create a Family Flower that highlights the community to
50 which they belong*
minutes
1. Before students begin their flowers, the teacher Whiteboard
invites them to the mat where they refresh their
memories about the people in their family, making a
list on the whiteboard (*the teacher keeps this list on
the whiteboard so that when it comes time for the
students to write their family members names on the
flowers petals, they know how to spell them*). After
they have completed this, the teacher explains the
activity so that students know what is expected of
them.
2. The teacher then sends the students in groups to
(ACAVAM106)
their tables where they will find the materials
needed to begin the task
3. The steps students need to take to make their
Family Flower include
a) On a coloured circle, students write their first (ACELA1817 Coloured
and last name and Circles
b) Students then select the coloured petals that ACELY1653) Coloured
they wish to use and write a family members Petals
name on each of these petals for example
Stationary
Mum, Dad, Grandma, Grandad, brothers
and sisters. pencils,
c) After students have done this, they glue the
petals to their coloured circle to create a
flower
4. Once students have completed this task, the flowers
(ACAVAM108)
are hung in the sacred space near the brainstorm
made earlier in the day.
5 Conclusion (occurs during the allotted time for Visual Arts)
minutes 1. To conclude the lesson, the teacher asks students
to think about who the members of Jesus family
are. Some of the questions that could be asked are:
o Can you name His family members?
o Is your family similar to Jesus family?
o What do you like about being a member of
Jesus family?
As a final thought for students to reflect on, the
teacher reminds students that - Jesus is the Son of
God, and we are the sons and daughters of God,
meaning that God is our father and we are able to
speak to Him just as we do to our own fathers or
special people in our lives.

Curriculum Links:

The Arts
o Visual Art -
Exploration of, and experimentation with, the visual art elements of shape, colour,
line and texture (ACAVAM106)
Sharing artwork with others (ACAVAM108)
English
o Language (Phonics and Word Knowledge)
Know how to read and write some high-frequency words and other familiar words
(ACELA1817)
o Literacy (Creating Texts)
Produce some lower case and upper-case letters using learned letter formations
(ACELY1653)

Prior Knowledge:

Students are able to identify their family members

Students know how to write their own names
Students are able to write simply family members names for example, Mum and Dad

Learner Diversity:

Higher Learners Students can write on the back of their flower the things that they like about
being members of their own family and also members of Gods family.
Lower Learners Students with weak fine motor skills may need assistance when writing
particular words
Religious Diversity The teacher can model to students what he/she likes about being a member
of Gods family, assisting students in their overall understanding.

Evidence of Learning for Assessment and Reporting:

Students work samples will be used to determine whether or not students are able to identify who
is in their family
Anecdotal Notes will be written to accompany these work samples if any issues arise