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SCHOOL OF EDUCATION

RE LESSON PLAN
Pre-Primary/
Primary

LESSON ORGANISATION
Unit of work: Salvation topic: Human person Topic:
Beautiful World, Beautiful Me Baptism The Creator of Beauty
Year Level: Year 2 Students’ Prior Knowledge: (include faith
situations/previous lessons/Units)
Key Understanding:
A1. Wondering at the beauty in creation
- This is the introductory lesson for this unit of RE
- In Year 1, students in the salvation topic of Baptism
were given many opportunities to wonder at God the
Learning Point(s): creator or people and their families
A1.1 Describe and express wonder at the beauty and variety in - They even wondered at the gift of wondering itself
creation and how God gave such a gift to allow for people to
discover God through everything He created

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:
 Create impermanent artwork using a variety of natural materials found outside
 Write a response to one of six wonder questions written on the board

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


(include Teacher Witness) Choose One from:
• Gifted
- Prepare ‘wonder display’ table • Sensory impaired
o Small table • Learning difficulty
o Nice, natural coloured table cloth To extend children who are capable, they can write 3 answers to wonder
o Jar for wonder question cards questions instead of just 1, and for those who need enabling prompts, the
o Felt board behind for displaying photos of teacher can choose a specific question for the student to do based upon
they’re capability.
impermanent artwork
- Small cards for wonder question answers (1 per student) Choose One from:
- Book: ‘Where the Forest Meets the Sea’ by Jeanie Baker • ADHD
- iPad (or device for taking photos) • Intellectual disability
• Physical disability
Make a squishy ball (similar to a stress ball) for the child to fiddle with
whilst sitting down.
LESSON DELIVERY attach worksheets, examples, marking keys, etc. as relevant
Resources/References
Time Motivation and Introduction:
Align these with the segment
5mins - Gather the class on the mat where they will be introduced.
- Read ‘Where the Forest Meets the Sea’ by Jeanie Baker
o Shared reading styled session BOOK: ‘Where the Forest Meets
o Teacher will stop throughout the story to ask questions and the Sea’ by Jeanie Baker
generate small discussions about the scenery in the book
o Students will be asked if they’ve seen such scenery themselves,
and where in fact they did see it

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


2mins - Explain the task for the day
o Students will be constructing ‘wonder display’ table made of three
components: natural materials from outside; photos of
impermanent artwork; wonder question answers

Collection of natural materials


10mins  The students will be taken on a 10-minute nature walk
outside in an area with an abundance of natural materials
 The teacher will facilitate a discussion during the walk
asking the following questions:
 Which plants and creatures do I think are the
most beautiful?
 How many plants and creatures could there be?

 How many colours, patterns and varieties can
there be? 

 Why are there so many varieties? 

 How many variations in colour are there? 

 What wonder questions do I have about the 

beauty and variety in creation? 

 The teacher will give the students the opportunity to
10mins collect items to contribute later to the class ‘wonder
display’ table
Extra loose natural materials to
Impermanent artwork add more variety to students’
 After collecting a variety of natural items, the students artwork
will come back inside and create non-permanent artwork
at their desks using what they found (can use small sticks
to create a ‘frame’ to put create artwork within)
 Teacher will provide some extra natural materials to add
to the collection for students to use for their artwork that
cannot be found at school (e.g. shells, feathers, etc.)
 The teacher will come around and take a photo of each
student with their artwork, which will be printed and
5mins
added to the ‘wonder display’ Small coloured pieces of card
for writing wonder question
Wonder question answers answers
 When the students have finished their artwork, they will
be given a small piece of coloured card to answer one of
the 6 wonder questions that will be written on the board
(also the same questions discussed during the nature walk)
 These will go into a jar that will be displayed on the
‘wonder table’

8mins
Lesson Closure:(Review lesson objectives with students)
- Gallery-walk
o The students will get the chance to walk around the room and
marvel at each other’s artwork for about 2 minutes
o They will then go back to their desks and the teacher will ask 3
students to nominate their favourite artwork they saw and then the
creator will explain why they chose the materials they did
o Students will then take apart their work and add all their materials
to the ‘wonder display’ table
o They will also put all their wonder questions cards into the jar on
the table

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


- Students will pack up their workspace and gather on the mat ready for the
next lesson

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


assessed?)
Assessment checklist (Appendix
- Checklist form of assessment 1)
o Refer to Appendix 1
APPENDIX 1: Assessment checklist

KEY:
● = Needs assistance

✔ = Good

✔✔ = Excellent

Student Names: Create impermanent Write a response to Comments:


artwork using a variety one of six wonder
of natural materials questions written on
found outside the board

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