Religion Curriculum Inquiry Unit

School:

YEAR LEVEL: One Term: Year:

Inquiry / Wondering Question: I wonder about God

Strands:Beliefs

SacramentsMoralityPrayer

Cross-curricular priorities:

Class context/Learners:To be added by class teacher

Key Inquiry Questions:How do I see God in creation?How do I see God in loving people around me?

I Wonder:I wonder about the beauty of creation.I wonder if you know someone whose love reminds you of God’s love.I wonder what I can say when I pray?

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Knowledge & Understanding…God’s presence is shown in and through special people in life.

God’s presence is in creation. We find God in creationImages of God in scripture - the Good shepherd, Loving Father, nature, God is love.God loves all creation

Traditional prayer: Sign of the Cross, Hail Mary, Our FatherThe psalms are prayers.

There are creative approaches to prayer such as song, dance, drama, word, silence, symbol and action.I can create my own prayer using word, song, dance, symbol and actions e.g. morning and afternoon prayer, grace before eating.We can pray in community.We can pray personal prayer.Prayers of praise and thanksgiving

Skills…illustrate their images of God

illustrate God's loving presence in creationknow that people are created and loved by God

name Father, Son and Holy Spirit when they prayrecite the Hail Mary and Our Father in unison.

contribute creatively to prayersidentify reasons to pray

Participate in communal prayer and personal prayer

become aware of prayers of praise and thanksgiving.

Identify scripture to be interpreted:

Psalm 8 (Partnership)The Wonderful Name of the Lord

8 Our Lord and Ruler,your name is wonderfuleverywhere on earth!

You let your glory be seen[b]in the heavens above.

2 With praises from childrenand from tiny infants,

you have built a fortress.

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It makes your enemies silent,and all who turn against you

are left speechless.

3 I often think of the heavensyour hands have made,

and of the moon and starsyou put in place.

4 Then I ask, “Why do you careabout us humans?

Why are you concernedfor us weaklings?”

5 You made us a little lowerthan you yourself,[c]

and you have crowned uswith glory and honour.

6 You let us rule everythingyour hands have made.

And you put all of itunder our power—

7 the sheep and the cattle,and every wild animal,

8 the birds in the sky,the fish in the sea,

and all ocean creatures.

9 Our Lord and Ruler,your name is wonderfuleverywhere on earth!

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World of the Text

This precious jewel (Psalm 8) in the crown of Hebrew poetry has a unique light and unique tone, and one cannot generalize or categorize it without dulling its special splendour.It is a striking thoughtful and thought-provoking presentation of the human-divine relationship.In psalm 8 a full sentence is repeated:“Our Lord and Ruler,your name is wonderfuleverywhere on earth!”Some commentators see this as emphasis as other consider it as a return to the starting point.It the Lord’s reputation is indeed great “everywhere on earth”, it would have to be owing to people who are the sole actors in that part of creation. Therefore, the last sentence might then be read not only as praise of God, but also as praise of humankind, for if God’s name is great, only humankind could have achieved that!There is a certain joyful playfulness to the psalm. Even as the poet clarifies that God’s glory on earth is dependent on human beings, he has achieved precisely the end he describes – the glorification of God through a human being!

With praises from childrenand from tiny infants,this verse could be challenging, as it could have multiple interpretations…It can refer to that fact that we as humans can only babble before the majesty of God.It could refer to humanity. Testifying to the unique power of humans to speak.It could refer to the purity of prespeech from an infant.It could imply that someone with power must help, so God

World Behind the text

The eighth psalm is the first purely joyful psalm. The previous seven psalms have focused on lamentation (Psalms 3, 4, 5, 6, and 7) or teaching wisdom (Psalms 1 and 2), but the eighth psalm is full of praise. Our God is King over all creation. His glory is above all other glories.2

The title of this Psalm reads, To the Chief Musician. On the instrument of Gath. A Psalm of David. It indicates the audience of the Psalm (the Chief Musician), the author of the Psalm (of David) and the sound of the Psalm (the instrument of Gath). In this Psalm David speaks of the glory of God, and how the glory of man and his destiny reflects upon God.3

The psalmist showcases God’s glory through His created world. The psalmist brings out the whole host of God’s creation: the heavens, the moon and stars, the angels, sheep and oxen, the beasts of the field, the birds, the fish and all sea creatures. All testify to the greatness of their Creator.

The psalmist cannot withhold his praise when he considers God’s glory in this way. The psalm begins and ends with the psalmist’s exclamation, “O Lord, our Lord, how majestic is your name in all the earth!” The psalmist must declare the Lord’s fame. 4

World in Front of the TextWhose attention does the poet wish to draw to this partnership between God and humankind – God’s, people’s or both?What does it imply for each?Would one be going too far to hear, in this poem, as implication that it is easier to observe God’s glory above than on earth, where it runs through the prism of human intermediaries?

Out of the mouth of babes and nursing infantsYou have ordained strength,Because of Your enemies,That You may silence the enemy and the avenger.

a. Out of the mouth of babes and nursing infants You have ordained strength: In the first verse David considered the greatness of God by His evident power and glory in creation, both across the earth and in the heavens. Now he considers that the power and glory of God can be seen in small children - babes and nursing infants - as God's strength is evident in them.

David here touched on a familiar theme in the Bible; the idea that God uses otherwise weak things to display His glory and strength. 1 Corinthians 1:27 is an example of this idea: But God has chosen the foolish things of the world to put to shame the wise, and God has chosen the weak things of the world to put to shame the things which are mighty.

It is hard to think of anything more weak and helpless than a baby; yet the same God who can ordain strength out of the mouth of babes and nursing infants can give strength and support to me

2 Caleb Adkisson. A Meditation on Psalm 8. Sunday Bulletin Article3 David Guzik :: Study Guide for Psalm 8. https://www.blueletterbible.org/Comm/archives/guzik_david/StudyGuide_Psa/Psa_8.cfm4 Caleb Adkisson. A Meditation on Psalm 8. Sunday Bulletin Article

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is the true source of help for humans.Segal suggests that the phrase should also be reference to humankind and that the poet chose the weakest and earliest developmental stage to emphasize the incredible contrast between the weakness of human beings and the role God has assigned them.

When I consider Your heavens: David knew the value of simply considering the glory of God's creation. He knew what it was like to look up into the starry sky and consider what a great God had made this vast, wonderful universe.

i. With the naked eye, one can see about 5,000 stars. With a four-inch telescope one can see about 2 million stars. With a 200-inch mirror of a great observatory, one can see more than a billion stars. The universe is so big that if one were to travel at the speed of light, it would take 40 billion years. Considering the heavens makes us see the greatness of God.

ii. These great heavenly objects such as the moon and the stars are the work of God's fingers. "Notwithstanding the amazing magnitude of the sun, we have abundant reason to believe that some of the fixed stars are much larger: and yet we are told they are the work of GOD'S FINGERS! What a hand, to move, form, and launch these globes!" (Clarke)1

in the midst of my weakness.

1 David Guzik :: Study Guide for Psalm 8 https://www.blueletterbible.org/Comm/archives/guzik_david/StudyGuide_Psa/Psa_8.cfm

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Assessment PlanYear Level Achievement Standards:By the end of year one, students can illustrate their images of God and God’s loving presence in creation. Students identify that they belong to various communities. Students demonstrate their knowledge of Mary as mother of Jesus.

By the end of year one, students identify common elements of the sacrament of Baptism. Students recall scripture stories of Jesus' birth, death and resurrection.

By the end of year one, students express feelings and identify actions that show forgiveness. They recall biblical information about Jesus and how he cared for people.

By the end of year one, students name Father, Son and Holy Spirit when they pray and demonstrate an understanding of the Hail Mary. Students recite the Hail Mary and Our Father in unison. Students contribute creatively to prayers and identify reasons to pray.

Type of Assessment

Description Possible Sources of Evidence When assessment takes place

Formative

AssessmentforLearning

Y- chart reflection on creation

Retrieval Chart questions – what I did; what I discovered; what I am wondering about.

Students wonder what they might like to talk about with God.Ask them how and where they may talk to God.Record their responses in pictures and words as shared text on a class chart.

Y-chartAnecdotal notes and observations

Retrieval chart

Wondering

At the beginning of the Unit

At the beginning of the Unit

During the Unit

Summative

AssessmentofLearning

Have the class create a wall mural showing each student’s ideas and thoughts about creation. Allow them to demonstrate the wonders of creation. This task will show how students contemplate and reflect on God, themselves and creation and their ability to express their ideas and feelings.

Creative response to their images of God

Class wall mural

Clay or play dough creative response

At the beginning of the Unit

During the Unit

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Invite students to wonder with you:I wonder how I am an image of God.Have students write or draw their responsese.g. When I smile at my friend when she is sad. etc.

Students complete a flow chart reflecting their favourite image of God and make connections to relationships in their lives.God is like…. My mum Because she…

IllustrationsDuring the Unit

This activity will demonstrate students’ understanding of selected images of God and what they convey about how people experience God

Affective

AssessmentasLearning

Students compare these images with images they created at the beginning of the unit.Discuss the differencesThis activity will enable students to reflect on their images of God and how these might have changed from the beginning or the unit.

DiscussionsAt the end of the Unit

Learning and Teaching Sequence

WK Activity/Experience/Differentiation Resources/ICLTs Assessment

1.Find out the name of the local Aboriginal people and write a prayer of thanksgiving for the Aboriginal people who cared for this land for over 40,000 years.Read the book ‘Welcome to Country’ by Aunty Joy Murphy and Lisa Kennedy.Use the link below to the teachers notes to explore the book:http://static.booktopia.com.au/pdf/9781922244871-1.pdfe.g.Activity: Australian Aboriginal people have sustained themselves for thousands of years by propagating and collecting foods, hunting animals, fishing and managing land. This book depicts some of these practices and the implements used. Identify these in the text.

Activity: The warning that “…you must only take from this land what you can give back” is the basis of all sustainability programs and an important law of the First Peoples. The djeri or grub, for example, is a sustainable food source. Research foods such as quandong, pencil yam, murrnong, bunya nut, wattle seed, finger lime, emu or goanna. Use these examples as a starting point for further research on Aboriginal food.

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2.Go outside and immerse the students in creation. Lie quietly and listen to all the sounds you can hear in nature. Identify what you can see around you and what you can feel.Students use chalk to draw a Y chart on the pavement and record all the things they hear, feel and see in creation. Students share their reflections with others.

OrThey could complete a Retrieval Chart with headings:What I didWhat I discoveredWhat I am wondering about

Y- ChartLarge chalk.

Retrieval Chart

Assessment for learningReflection on creation

Assessment for Learning.

3. Have the class create a wall mural showing each student’s ideas and thoughts about creation. Allow them to demonstrate the wonders of creation.

4. Decorate the prayer space using coloured cloth, children’s class collage of their images of wonder in creation, candle, Bible

5. Lead a guided meditation on the wonders of creation using Open Our Hearts by Michael Mangan – Litmus productions

A four CD collection to help teachers and parents easily teach Christian Meditation to children. Christian Meditation is 'prayer of the heart' which takes place in silence, with the aid of a mantra. The recommended silence is one minute for each year of age e.g. 5 minutes for 5 year old children.

Michael Mangan resource on Christian MediationOpen Our HeartsBy: Michael Mangan & Anne Frawley-Mangan (2010)

6. Sing and do actions to songs of creation:

God is so wonderful, God is so clever – John Burland (Let’s Celebrate CD)

This is the day – Michael Mangan (Sing Your Joy CD)

Cosmic Hymn of Praise – Michael Mangan – (Setting Hearts on Fire CD)

Music from appropriate artists such as:John Burland,Michael Mangan andAndrew Chinn.

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Rainbow – Andrew Chinn – (Wherever I go and Together as One CD)

If I were a butterfly – Andrew Chinn Many roads one journey and together as One (CD)

God on the Morning – Andrew Chinn – (These Hands CD)

This Day –Andrew Chinn – (This day and Together as One CDs)

7.Create a sensory collage using a variety of materials– magazine pictures, natural objects found in the environment, fabric and words from magazines.

Describe which senses are used to explore the collage. (Students may be blind folded and identify whose collage it is after feeling it.)

A variety of appropriate magazines that contains multiple images of a variety of earth forms and space images etcNatural materials

Bark Feathers Stones Seed pods Rose petals etc.

Assessment for LearningThis activity will indicate students already forming understanding as images of God.

Assessment of Learning

8.

Start with you Heart is a series of readers suitable for early primary students.These titles can be purchased individually from Garratt Publishing:

An example of the text:I can see God’s Love written by Rosanna Morales…

I can see the flowers.I can see the trees.I can see the mountains.I can see the river.I can see the sea.I can see the sky.I can see God’s love.

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Theme: God: The wonders of God’s creationBook Titles include:

I can see God’s Love. Level 1-2Have you ever seen…? Level 3-5God’s dream Level 6-8I hear God’s Love Level 9-11Sensing God’s Love Level 15-17God’s voice Level 18-20Living with God’s Joy Level 21-23

Using these book’s text as a theme, have the students suggest their own text to create a class big book of where they see God’s love, hear God’s love, sense God’s love…Use children’s illustrations or digital photos in the class big book.

9.Students write their own phrase:“Listen to … and you will hear the voice of God.”Look at … and you will see the face of God.Touch ….. and you will feel God’s presence.Taste…. and you will taste God’s creation.Smell ….. and you will remember the presence of God.Students illustrate their chosen phrase.

10. On flashcards write the words that respond to the question what is God like?E.g. a rock, a light, a beautiful sunset, my mum, my dad, water, a gentle breeze, a cuddly hug, etc. Place images and words in a grab bag. Ask students to select a word or image from the grab bag. As a class they are to wonder about the images that are selected:I wonder if one of these images is how you think of God.I wonder of you were surprised by one of the images.I wonder if you would add another.

Grab bag strategy see A_Z teaching strategieson the Religion curriculum website

11. Use children’s literature to develop many images of God.

God’s Quiet things by Nancy Sweetland

God thinks you’re wonderful by Max Lucado

Grandpa’s Prayers of the Earth by Douglas Wood

Images of God by Marie-Helene Delval

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Kushner, L., Kushner, K., & Majewski, D. W. (2000). Because nothing looks like God. Woodstock, Vt: Jewish Lights Publishing

Tomie de Paola. (2011) Let the Whole Earth Sing Praise

For example:Grandad’s Prayers of the Earth by Douglas Wood.

Grandad’s Prayers of the Earth, by Douglas Wood…. gorgeously illustrated by P.J.Lynch is a lovely journey of a little boy, learning about how everything on this earth “prays.” He learns from his grandad the deep message of the “prayers” of all the living and nonliving things in nature. Later we see him deal with loss and remember his grandfather’s message after he is gone. A very sweet and powerful message with beautiful pictures.

Before reading the story, have students watch this video (or a video of your choice): https://www.youtube.com/watch?v=Kb8CW3axqRE

While watching the video, ask students to be attentive to the following prompts (you may wish to post):

1. Listen to the sounds of the birds. Allow yourself to focus on the song of one bird.2. Listen to the sound of the water. Allow yourself to focus on the running water.3. Look at one piece of nature (i.e. a leaf on a tree, a piece of grass, the flowing water). Focus on the image. How is it moving? What colours do you see? How can viewing media texts help you as a listener and a speaker?

After watching some of the video, pause and have a class discussion about what the students heard and saw. How did this activity make them feel?

Students will choose a person (i.e. parent/grandparent/guardian/aunt/uncle/etc.) and an outdoor place (i.e. backyard, park, trail etc.) that they associate with that person. Students will create a representation of the place (i.e. photo, painting, pastel drawing, etc.). Students will then write a reflection about the person they have chosen and why the place is special to the person. Student will include in response, answers to the following questions: How is God present to you in this special place? How does this place make you close to your chosen person?

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Students use play dough or clay to make their own images of God.Place their creations in the prayer space.Allow them to explain their creations to you. This can be recorded or videoed.

Assessment of Learning

12."A Story of Wonder’ addresses the enormous curiosity that comes from the mind of a child. It is a simple yet thought provoking, interactive book for children that engages their imagination through the journey of wonder of a child's mind."--Provided by publisher.

Using this following poem have children try to respond to the questions posed in the text.

One day I was sitting under a tree, I started to wonder, “What would God be?If God could be anything I am sure that can be…because God created everything…

including me!So, I got to thinking, “What would God be?”

Would God be the bird that flies high in the sky, or be the cloud that floats on by?Would God be the fish that swims in the river, with rainbow sides that shimmer and

quiver?Or would God be the frog that I can see, sitting up there high in the tree?

Would God be the butterfly fluttering by, visiting flowers that reach up to the sky?Or would God be the cherries inside the pie?

Maybe God would be the sun that greets that new day, or the dolphins that love to swim and play!

Of how I wonder, “What would Go be?” Would God be the wind that is wold and free/ Fierce and strong…Or as gentle as can be, free to travel across the land and the sea,

through the mountains and the valleys as happy as can be.If God could be anything... I am sure that can be.,

I try to imagine what God would be?Would God be the stars that twinkle at night/ the moon that shines ever so bright?Would God be the baby that smiles, or the laughter of children as they squeal with

glee!Or would God simply be just like me, sitting and thinking down under this tree?

Wondering…just wondering….

Children’s literature bookA story of Wonder

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Students wonder what they might like to talk to God about. Ask them how and where they may talk to God. Record their responses in pictures and words as shared text on a class chart.Students illustrate, write about or make a play dough or clay model of their favourite place to talk to God.

13. Read appropriate parts of Psalm 8 to the children – explain that psalms are prayers in the Bible.

Display parts of the psalm and use for morning prayer.

Investigate other poems/songs/videos that describe creation as beautiful and vast. E.g.

A Child's Poem of Creationby Linda Wright

The Bible tells how Your mighty handCreated all life in both sea and land.

Stars across the sky You've sprinkled.They look like diamonds as they twinkle!

I see Your power as the lightning flashes.I hear Your voice when the thunder crashes!

Your gentle rains make the flowers grow.And they dance in the meadow when You make the winds blow.

In the brightest of greens, you have clothed the trees.Their branches make homes for the birds and bees.

Trees in the forest their branches raise,While birds of the air sing songs of praise!

Forest animals dwell on the mountains steep,While porpoise and whales swim the oceans deep.

Bubbling brooks teem with fish galoreAs they dance their way to the ocean's shore.

Your colourful rainbow in the heavens aboveReminds me of Your Everlasting Love!

Beauty so diverse Your Glory proclaims!But it was man so honoured to call You by Name.

Honour and glory I give to Thee.

https://www.faithwriters.com/article-details.php?id=53276

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I stand in wonder that You made even me!!Amen

14. Class constructs a prayer of praise following the structure from Psalm 8.Litany Prayer:Child: Thank you for the tiny antsAll: thank you GodChild: I like watching the birds in the skyAll: thank you God.Child: thank you for all the different people in the world.All: thank you God.OrLitany of PraiseLook at the sky O God you are very goodLook at the moon and stars O God you are very good.Look at the mountains O God you are very good.

Assessemnt of learning

15. Pass around a mirror and invite students to discover one of the most wonderful gifts of God’s creation – myself.

Mirrors Assessment of learningThis activity will indicate student’s awareness of themselves as part of God’s creation.

16. Using a simple puppet children introduce themselves to the class and name a special gift that they have and which makes them unique.

17. Students create a self-portrait, labelling the image with what they like about themselves.

18. Students take home an outline of a body shape and record the aspects of creation they can see, hear, feel taste and smell at home with their family. Bring back to school and share with the class.

Large outline shape of body.

19. Provide stimulus pictures of Mothers, Fathers, families, - allow students to select an image and with a partner discuss the imageWhat do you see?What are they doing?What might they be saying to each other?What feelings are being shown?I wonder if you know anyone in your life whose love and care reminds you of God.

Use the cards to reflect on the strengths and values of your school or any community

Stimulus cards can be purchased throughSt Luke’s Innovative Resources

e.g. Talking up our strengths:https://innovativeresources.org/resources/card-sets/talking-up-

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you are part of. Invite your students to create a similar set of cards or posters featuring words and images that are important to them.

our-strengths/OrAge of Adventure cardshttps://innovativeresources.org/resources/card-sets/age-of-adventure/

20. https://wonderthebook.com/for-teachersThis website provides teacher resources to support the ‘Choose Kind’ movement that was inspired by the book and film “Wonder”It is worth looking at for ideas on how we are all created in the image and likeness of God.

https://choosekind.tumblr.com/book-were-all-wonders

The unforgettable bestseller Wonder, now a major motion picture, has inspired a nationwide movement to Choose Kind. Now parents and educators can introduce the importance of choosing kind to younger readers with this gorgeous picture book, featuring Auggie and Daisy on an original adventure, written and illustrated by R. J. PalacioYou can download

21. Students complete a flow chart reflecting their favourite image of God and make connections to relationships in their lives.God is like…. My mum Because she…God is like… A storm Because…God is like a mango Because…Create a class book of statements and illustrations.create a song or poem using these reflections.

Students compare these images with images they created at the beginning of the unit. Discuss the differences.

Flow chartGod is like…My mum/Dad/ brother/sisterBecause he/she…….

Assessment of learningThis activity will demonstrate students’ understanding of selected images of God and what they convey about how people experience God

Assessment as learning.This activity will enable students to reflect on their images of God and how these might have changed from the beginning or the unit.

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22. Learning Links to Creation Maurice Ryan p 34

Choose from the following list of designs to make objects with creation themes: Post cards Name tags Gift wrap Puzzles Place mats Garlands Candle designs Photo album Quilt squares Note cards Storybook illustrations Posters Stickers Decorated borders Wind chimes Frames Invitations

Ryan, M. (2010) Learning Links to Creation. Lumino Press: Hamilton, Brisbane.

Assessment of Learning

Using these thinking prompts to evaluate thinking and learning.

It was easy to …I don’t like to …It was hard to …I can improve my learning by …I have learnt … I need to work on …I learn best when … I feel … because …I am still confused about … I am proud ofI need help with … I like to …I am good at … because … I prefer to …The most important thing I have learnt …Next time I do this I will …

As a religion teacher Did I spend time reflecting upon the unit and the significance of its implications for my own life and faith? What did I learn about myself and my relationship with God? Was I able to identify and articulate, for myself, the relationship between life and faith?

Assessment as learning

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Students’ Understanding How well did activities allow students to come to understandings related to the focus of the unit? How well did activities allow students to come to understandings related to the general focus on life within the unit?Accessibility Were the chosen activities accessible to all students?Student involvement and interest Were students as fully involved and interested as possible?Highlights of unit What were the highlights of this unit?Improvement - Can you identify practical ways to improve this unit?

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