SCHOOL OF EDUCATION

RE LESSON PLAN
Pre-Primary/
Primary

LESSON ORGANISATION
Unit of work: God Provides for All Salvation topic: Eucharist Human person Topic: Wondering
at the Creator of Spectacular
Beauty
Year Level: 6 Students’ Prior Knowledge: (include faith
situations/previous lessons/Units)
Key Understanding:
A1 Wondering at the spectacularly beautiful in creation This is an introductory lesson for this unit.

Students would already know that anything in nature is created by

God, and not by humans.
Learning Point(s):
Students would know how to operate an iPad
A1.1 Expresses wonder at the spectacularly beautiful in creation

Spiritual and Religious Capabilities (that may potentially be covered in the lesson)
Prudence Justice Fortitude Temperance Faith Hope Charity
Prayer
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative behaviour Social understanding
thinking competence

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
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:
 Justify reasons for “spectacularly beautiful” images

 List 10 words related to “spectacularly beautiful” things on Wordle

 Construct a prayer of thanks to God for the beauty of his creation

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

(include Teacher Witness) Choose One from:
• Gifted - students use Wordle to create a digital display,
Have “The Rainbow Connection” already pre-loaded onto students assist others to add statements or words
• Sensory impaired
projector
• Learning difficulty

Whiteboard/smartboard divided into 3 columns and each

heading is one Wonder question Choose One from:
• ADHD
• Intellectual disability
Have a padlet set up for students to upload
• Physical disability - assist student to participate in the
group work by setting him up at a table and his group
work around him.
Great Prayer Formula worksheets
LESSON DELIVERY attach worksheets, examples, marking keys, etc. as relevant
Resources/References
Time Motivation and Introduction:
Align these with the segment
where they will be introduced.
5 mins Use “The Rainbow Connection” song as a window for students to wonder The Rainbow Connection –
about rainbows. Play the song by Kermit the Frog with lyrics displayed on
Kermit the Frog
the projector. https://www.youtube.com/watc
Ask students the following wonder questions: h?v=GNM6R6QV9vo
Whiteboard/smartboard
 I wonder what makes rainbows so beautiful? divided into 3 columns and
 I wonder how rainbows form? each heading is one question
 I wonder why rainbows exist? Markers
Give students time to discuss their answers to these questions using the
“THINK, PAIR, SHARE” strategy, before opening it up to a whole class
discussion. Teacher then reveals smartboard/whiteboard to the class and
selects 3 different students to give their thoughts on the first question, 3
different students to give their thoughts on the second question and 3
different students to give their thoughts on the third question. Teacher
would write down their answers on the board for the whole class to see.
(General capabilities: Literacy, Personal and Social competence)

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

Ask students the following question, still in an open discussion format:
 Would you agree that some rainbows are spectacularly beautiful
and why?

Spend one minute listening to the students’ responses, focusing on their

justifications.
10
mins Introduce God into the picture.
God is the Creator of all things. The more we discover about our Earth,
the more we are struck by how spectacular its beauty is in different parts
of the world.

Ask students to head back to their desks.

Ask students to then find 5 pictures on the internet on their iPads that are iPads
spectacularly beautiful and upload it to Padlet. In their upload, they must Padlet
justify why they believe that image is spectacularly beautiful. (General
capabilities: ICT competence)
10
mins
Teacher then asks students to STOP, LOOK AND LISTEN and ask for
students to create a Wordle of their choice. It main heading is Wordle
“Spectacularly Beautiful” and students must list 10 different words
10 relating to the heading. Students to get on with task. ((General
mins capabilities: Literacy)

Teacher will then distribute the “Great Prayer Formula” sheet to every Great Prayer Formula
student. Teacher will explain every component of acronym (GREAT) to worksheet
the students and will allocate 5 minutes for the students to begin writing a
prayer of thanks, thanking God for the beauty of creation, utilising
“GREAT”. It is unlikely students will be able to finish the task with limited
time, although early finishers can partner up with each other and proof-
read each other’s prayers. (The intention is for students to spend a
lesson working on a prayer in the form of a poster – there will be
decorations, colours, coloured card and then the teacher will hang the
prayers up). (Religious capabilities: Faith) (General capabilities: Literacy,
Critical and Creative Thinking)
 Lesson Closure:(Review lesson objectives with students)
5 mins Ask students to log out of their iPads and pack them away. Then, ask
students to stand up from their desks and spread out across the
classroom. Teacher will hold a beanbag. Teacher will throw the beanbag
to a student and pose the following question: Beanbag
 What does it mean to be spectacularly beautiful?
 What do you think in nature is spectacularly beautiful and why?
 Why do people have different perceptions about what is
spectacularly beautiful?

After student gives an answer, student throws beanbag to another

student who will also answer the same question. Stop the activity after
everyone has given their answers.

Conclude with a prayer (from “Great Prayer Formula” worksheet). Great Prayer Formula
worksheet
In the name of the Father…
Creator God,
We would like to praise you for the magnificent beauty found throughout
the world. We wonder and are in awe, how you can make so many
spectacular things. Please help people throughout the world to preserve
what is spectacularly beautiful. Thank you, wonderful, spectacular,
awesome God. In Jesus name we pray. Amen
In the name of the Father…

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

Students to go back to their desks and take out their maths book.

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

assessed?)
 Justify reasons for “spectacularly beautiful” images – anecdotal
records

 List 10 words related to “spectacularly beautiful” things on

Wordle – marking guide, padlet

 Construct a prayer of thanks to God for the beauty of his creation

– GREAT marking guide
 SCHOOL OF EDUCATION
RE LESSON PLAN
Pre-Primary/
Primary

LESSON ORGANISATION
Unit of work: God Provides for All Salvation topic: Eucharist Human person Topic: Wondering
at the Creator of Spectacular
Beauty
Year Level: 6 Students’ Prior Knowledge: (include faith
situations/previous lessons/Units)
Key Understanding:
B1 Jesus taught care for those in need
Students would already know they are created in the
image of God.

Learning Point(s): Students know how to find Bible references.

B1.1 Interprets from a parable, ways people should treat others in need
Students would already know that a “parable” is a
teaching of Jesus that would be contextual to the
people of the time so they would understand what he
was saying.

Spiritual and Religious Capabilities (that may potentially be covered in the lesson)
Prudence Justice Fortitude Temperance Faith Hope Charity
Right choices Right
relationships
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative behaviour Social understanding
thinking competence

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
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:
 Give example of “poverty”

 Identify 3 ways they can help someone from each statement - handout

 Define “greed”

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

(include Teacher Witness) Choose One from:
• Gifted
• Sensory impaired – students with vision impairments to
Have “Mad World” already pre-loaded onto projector sit near the front of the classroom so they can see the
video
Bible -> Parable of the Last Judgement • Learning difficulty

Powerpoint with contrasting images of poverty and greed

Choose One from:
Sticky notes • ADHD
• Intellectual disability
• Physical disability - assist student to participate in the
group work by setting him up at a table and his group
work around him.
LESSON DELIVERY attach worksheets, examples, marking keys, etc. as relevant
Resources/References
Time Motivation and Introduction:
Align these with the segment
where they will be introduced.
10 Mad World Video -
Students to be seated at their desk to watch the video. Instruct students
mins
to take everything out of their hands and to clear their desks. Students https://www.youtube.com/watc
with vision impairments sit closer to the screen. h?v=yNaGr_biP6k
Computer
While watching the video, I want you to reflect on these questions: Projector
 How does the video make you feel? Speakers
 Did you learn anything you did not already know?

Play the video from start to finish. Ask students to keep their eyes open
and focus on the video as there are words.

Upon the closing of the video, remind students that this is a safe,
reflective environment and that whenever someone says something,
there will be no judgement from other students. Invite students to provide
answers to the reflection questions by putting their hands up.

Teacher to introduce the concept of poverty. Teacher also introduces the

focus questions for the lesson (that will be answered throughout the
lesson):
 What is poverty?
 Where can we find poverty in Australia?
 If God created us all equal, why do you think poverty exists in the
world?

Inform students that Jesus is present in poverty. Let students know that
Christ is found in the weak and vulnerable of society and not in the rich
and famous.

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

mins
Ask students to collect a Bible each from the Bible corner find the Parable of the Last
passage and the teacher will read the Parable of the Last Judgement Judgement (Mt 25:34-46)
from his own Bible out to the class. (General capabilities: Literacy, Bible
Numeracy)

The teacher will then read the parable a second time. At the conclusion
of the second reading, teacher invites students to close their bibles, put
their heads on their desk and reflect on what Jesus might be teaching.

Explain to the students that there are people in the world who live in
poverty and the students attending the school are very fortunate to have Powerpoint highlighting
an education, have a house to live in, have food on the table etc. There contrasting images of poverty
are people in this world who do not have the basic necessities of life. and greed
Show powerpoint. (General capabilities: ICT Competence)
Parable of the Last
Judgement handout
Activity www.randomlists.com
“I was hungry and you gave me something to eat”
“I was thirsty and you gave me something to drink”
“I was a stranger and you invited me in”
“I needed clothes and you clothed me”
“I was sick and you looked after me”
“I was in prison and you came to visit me”

Split cohort into groups of 4 and distribute handout to each group. They
must work collaboratively to identify 3 ways they can help a person for
each of those statements from the parable. Allow 5 minutes for this.
Collect handouts from each group. (Religious capabilities: Prudence,
Justice) (General capabilities: Critical and Creative Thinking, Ethical
Behaviour)

Explain to students that poverty isn’t an intangible concept, it actually

exists right in front of our very eyes. We just have to open them. Poverty
can take many forms such as homelessness which are present in
Australia every day.

But why does poverty exist? The answer: GREED. Greed is a mortal sin
(will be covered later) that is the longing for unnecessary excess of
something. For example, money, food, etc. Although God gave us
everything we need, he wants us to share our resources, but it is
because of greed that countries are unwilling to share their resources.
“The goods of creation are destined for the whole human race”
(Catechism 2402)

Lesson Closure:(Review lesson objectives with students)

Teacher will distribute one sticky note per student. On it, they will write Sticky notes
their names and the definitions for “poverty” and “greed”.

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

Pack everything away: Bibles should be placed respectfully in the Bible
corner and clear desks. Sit quietly at desks getting ready for lunch.

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

assessed?)
All 3 objectives to be assessed using a checklist
 SCHOOL OF EDUCATION
RE LESSON PLAN
Pre-Primary/
Primary

LESSON ORGANISATION
Unit of work: God Provides for All Salvation topic: Eucharist Human person Topic: Wondering
at the Creator of Spectacular
Beauty
Year Level: 6 Students’ Prior Knowledge: (include faith
situations/previous lessons/Units)
Key Understanding:
C2 How Catholics celebrate the Eucharist
Students would know that Catholics celebrate Mass
every Sunday

Learning Point(s): Students would be familiar with the seasons of the

C2.1 Memorise prayers, responses and gestures used during the Mass Church

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
relationships
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative behaviour Social understanding
thinking competence

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
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:
 Recall that the Mass is divided into two parts – Liturgy of the Word and Liturgy of the Eucharist

 Record a timeline of a Mass outlining the key components

 Write a description of each component of the Mass

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

(include Teacher Witness) Choose One from:
• Gifted
Kahoot Quiz • Sensory impaired
• Learning difficulty
iPad

Butcher’s paper Choose One from:

• ADHD
Markers • Intellectual disability
• Physical disability
Rulers
LESSON DELIVERY attach worksheets, examples, marking keys, etc. as relevant
Resources/References
Time Motivation and Introduction:
Align these with the segment
where they will be introduced.

20 Ask students to collect an iPad each and log onto Kahoot. (General Projector
mins capabilities: ICT competence) Computer
Speakers
Kahoot
iPads

Review Quiz

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

20 Divide class into groups of 4 and distribute butcher’s paper among each Butcher’s paper
mins group. Students are to draw a timeline of the major components of the Markers
Mass celebration, giving a brief summary of each component. (General Ruler
capabilities: Literacy)

5 mins
Lesson Closure:(Review lesson objectives with students)

Teacher will go through the answers as a class and select students to

read out brief summaries of chosen components. Teacher will collect
each group’s work

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

Students will sit at their desks and to be released for recess

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

assessed?)

 Recall that the Mass is divided into two parts – Liturgy of the
Word and Liturgy of the Eucharist – Kahoot, marking guide

 Record a timeline of a Mass outlining the key components –

checklist
 Write a description of each component of the Mass – checklist
Reference List

Bible Gateway passage: Matthew 25:31-46 - New International Version. (2011). Bible Gateway. Retrieved 26
September 2018, from https://www.biblegateway.com/passage/?search=Matthew+25%3A31-
46&version=ESV

Catholic Education Office of Western Australia. (n. d.). Perth Archdiocesan Primary RE Units. God Provides for
All. Perth CEOWA.

k10outline - General capabilities in the Australian Curriculum. (2014). K10outline.scsa.wa.edu.au. Retrieved 26

September 2018, from https://k10outline.scsa.wa.edu.au/home/teaching/general-capabilities-
over/general-capabilities-overview/general-capabilities-in-the-australian-curriculum

Kahoot!.(2018). Kahoot!. Retrieved 26 September 2018, from https://kahoot.it

Padlet. (2018). Padlet. Retrieved 26 September 2018, from https://padlet.com

Wordle. (2018). Wordle. Retrieved 28 September 2018, from https://www.wordle.net

Youtube. (2018). Kermit the Frog - The Rainbow Connection. Retrieved from
https://www.youtube.com/watch?v=GNM6R6QV9vo

Youtube. (2018). World Poverty. Retrieved from https://www.youtube.com/watch?v=yNaGr_biP6k