SCHOOL OF EDUCATION

RE LESSON PLAN
Pre-Primary/
Primary

LESSON ORGANISATION
Unit of work: Salvation topic: Human person Topic:
All-Powerful God Bible Forces in the universe
Year Level: 4 Students’ Prior Knowledge: (include faith
situations/previous lessons/Units)
Key Understanding:
Wondering at God who created the forces in the universe
Prior lessons in unit including nature walk,
introduction to earthly forces and extensive
Learning Point(s): discussion of wonder questions regarding God’s
A2.1 Expresses wonder at God who created the forces in creation and forces in the universe.
the universe

Spiritual and Religious Capabilities (that may potentially be covered in the lesson)
Prudence Justice Fortitude Temperance Faith Hope Charity
eg Right choices eg Right eg Inner strength eg Moderation eg Prayer eg Reconciliation eg Service
Allow own choice relationships Allow time to
of response reflect and
medium respond,
encourage
deeper thought
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
Listening, Contemplation of competence creative behaviour Social understanding
discussion, time and how it thinking competence Discuss different
writing passes Reflect and creation stories
respond to Godly eg. Dream time
play stories
Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia
Reference to Dreamtime culture
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:

 Express wonder at God by adding thoughtful questions to the wonder wall

 Respond creatively to the story of creation in a medium of their choice

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

(include Teacher Witness)
Check that Godly play kit has all required pieces,
rehearse if needed.
Source a range of arts and crafts materials for students to
respond with.
Engage in nature walk with students in prior lesson to
ensure a shared faith experience to discuss in class.
Child with Learning Difficulty: Dyslexia.
Majority of lesson is verbal; Read all written
questions aloud. Allowance to respond in a medium
of their choice. If the child wishes to respond with
words, suggest a recorded verbal response rather
than a written response.
Child with ADHD:
Provide Hokki stool and a fiddle object during mat
time. Before beginning lesson, engage in a brief
physical break eg. animal walks outside. If the child
begins to visibly disengage during Godly play, pause
for questions or change intonation of voice. During
reflect and response time, provide a Hokki stool and
maintain on-task behaviour with reminders if needed.
LESSON DELIVERY attach worksheets, examples, marking keys, etc. as relevant
Resources/References
Time Motivation and Introduction:
Align these with the
“Today we will be learning about the very beginning of the universe as it is told segment where they will
in the Bible. We will answer the question we have been investigating – how did be introduced.
5
the world around us come to be?”
mins
Reflect on Nature walk in prior lesson and discuss.
Discuss other creation stories including scientific and dream time.
Introduce Godly play.

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

“While I perform our Godly play, I want you to keep these questions in mind.”
Display questions on smart board/ TV and read through each:
5
mins “I wonder if any part of this story could be left out?
I wonder wat this story tells us about creation? Godly play kit
What else do you wonder?”

Perform Godly play as shown in attached script.

Discuss wonder questions with class.
https://www.youtube.co
Allow time for students to reflect and respond to the story of creation. Students m/watch?v=nnk1HTsmJ
15 may for example write a response, poem or recount, or create a drawing. Play
mins k0
calm music while students reflect and respond.
Students to record responses on iPads and upload to Seesaw with a short
explanation for assessment and discussion with family.
Pack away materials and transition to mat for closure.

Lesson Closure:(Review lesson objectives with students)

5
mins Review lesson objectives.
Look to wonder wall.
“Have any of our questions been answered?
Are there any new questions you would like to add?”
Add new wonder questions to wonder wall display.

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

After this calm lesson, students should undertake some sort of ‘brain break’ or
brief physical activity to re-energise before moving on to the next lesson.

Assessment: (Were the lesson objectives met? How will they be assessed?)

Diagnostic: Observe and record questions added to the wonder wall to

influence later lessons.

Formative: Assess effort and understanding shown in reflection responses and

recordings. Give written feedback on Seesaw. Allow more time to reflect and
respond in next lesson if needed.
Encountering the Word Through Godly Play/Awakenings/Diocese of Ballarat/10
Awakenings Unit: Harmony in Creation – Our Responsibility Level 4
The Six Days of Creation and the Sabbath
Based on Genesis 1:1-26
Prepare to hear the Word:
There are two creation stories in Genesis, this one was probably written after the Garden story in Ch 2.
In ancient times there were many creation stories eg the Australian Aboriginal myth of The Rainbow
Serpent.
This story is not a scientific account, it is a theological story.
Background information including a diagram of the Hebrew world view can be found in Expressions, Book
6, and in Teaching the Bible, by M Ryan.

You will need:

Posters 1 Day and Night

2 Divided Waters - Sky and Earth

3 Land and Plants
4 Sun - Moon and Stars
5 Birds and Fish
6 Animals including humans
7 Sabbath
Class Bible

When children are seated in a semi-circle ready to listen to the story, place the gold box/bag, containing
the materials you will need, carefully beside you.
Place class Bible in front of you with your hand on it.
This story comes from our special book, the Bible.
Place Bible beside you.
Move your hand over the space in front of you as you say:
In the beginning there was darkness
Hold Poster 1 in front of you.
and God said, “Let there be light.” God made the day and the night.
God saw that it was good.
Place Poster 1 on the floor to your far right facing the children.
Hold Poster 2 in front of you.
Then God made the waters. There was water in the sky and water on the earth.
Place Poster 2 on the left of Poster 1.
Hold Poster 3 in front of you.
Next God made the earth and plants of every kind.
Place Poster 3 on the left of Poster 2.
Hold Poster 4 in front of you.
In the sky God placed the sun to give us day and the moon to give us night. God also made the
stars of the night sky. God saw that it was good.
Place Poster 4 on the left of Poster 3.
Hold Poster 5 in front of you.
In the waters God made sea creatures of every kind. In the sky he made birds to fly. God saw that
it was good.
Place Poster 5 on the left of Poster 4.
Hold Poster 6 in front of you.
On the land God also made living creatures – animals that would walk and run and hop and crawl
and creep. Then God made human beings like you and me.
Place Poster 6 on the left of Poster 5.
Hold Poster 7 in front of you.
God looked at the whole of creation and saw that it was very good.
After all this work God rested. God gave us the gift of rest which we call the Sabbath.
Place Poster 7 on the left of Poster 6.
The Word of the Lord.
Response: Thanks be to God
Point to and name each poster, or ask the children to tell you about the posters beginning with the first
Pause quietly for a moment, and then begin to wonder together.
I Wonder:
I wonder if any part of this story could be left out?
I wonder what this story is telling us about creation?