SCHOOL OF EDUCATION

RE LESSON PLAN
Pre-Primary/
Primary

LESSON ORGANISATION
Unit of work: Salvation topic: Human person Topic:
Sharing Jesus’ Special Meal Eucharist Forces in creation
Year Level: 3 Students’ Prior Knowledge: (include faith
situations/previous lessons/Units)
Key Understanding:
This is the introductory lesson for this RE unit.
A1: Wondering at the forces in creation
In year 2, students have explored what it means to be
Learning Point(s): human. They have learnt that human life is created
by God and are given the opportunity to wonder what
A1.1 Expresses wonder at the forces in creation (wind). God must be like.

The human spirit or ‘soul’ is required for people to be

Time: 40 minutes alive. Students become aware of the presence of the
human soul and how it moves people to love like
God.

Within this lesson, the focus now shifts from

wondering at God’s creation of human life, to the
creation of the environment.

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 Balloon prayer of
thanks to God for
the wind.
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
Read text: ‘The competence creative behaviour Social understanding
Windy Farm’. thinking competence
Discussion of the Drawing a picture
text. Making of themselves
meaning from the asking God a
text. wonder question
about the wind.
Class discussion.
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:
 Students will identify how the wind affects the environment within the story ‘The Windy Farm’.

 Students will draw a picture of themselves asking a wonder question about the wind to God

 Students will compose a prayer of thanks to God for the gift of wind
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:
(include Teacher Witness) Choose One from:
The focus in this unit is on the forces of nature that God • Gifted
• Sensory impaired
created, in particular the wind. How does the wind affect • Learning difficulty
my daily life?

Points to discuss: God created all nature (lightning, rain, Choose One from:
• ADHD
etc.). These forces vary in power and allow life on Earth to
• Intellectual disability
exist. What would happen if we had no wind? How would • Physical disability
life be different?

Teacher witness: On a windy day, I find it hard to walk

through the wind. It makes my hair go crazy and can be
cool to touch.
Materials:
- 30 x coloured balloons for student wind prayer
- Draw own example of wind drawing for students
to observe
- Source the book ‘The Windy Farm’ by Doug
MacLeod
- Whiteboard and markers
- 30 x sheets of white A4 paper for wind drawings
Sensory impaired: Hannah with a conductive hearing impairment
wears an aid in her left ear. Teacher must wear a lanyard which
transmits sound to the hearing aid. Check in with Hannah
throughout the lesson that she understands instructions. Write the
instructions on the board so she can clearly see what is required.
ADHD: Ben has ADHD and is easily distracted by noises. Seat him
away from the door and windows. Write down the tasks he needs
to complete during the lesson for him to check off himself.
Special considerations: Students are completing both writing and
drawing activities during this lesson, to cater for learner diversity.

LESSON DELIVERY attach worksheets, examples, marking keys, etc. as relevant

Resources/References
Time Motivation and Introduction:
1. Students are invited to sit on the mat
9:00
Book: The Windy Farm
2. The story ‘The Windy Farm’ is read to students.

Use wonder questions to stimulate student understanding

throughout the text: Have these questions written
I wonder what this story is about? on a sticky note to ensure they
I wonder why the farm was destroyed? are asked- this ensures
I wonder how the wind can become so powerful? objective 1 is assessed.
I wonder what will happen to the farm?

Image 1: Setting of the story.

Image 2: Strong gusts of wind and how it affects the characters.

Whiteboard and markers for

recording student responses
 Image 3: Wind becomes out of control and causes damage to
the farm.

Image 4: Family used the strength of the wind to power the farm.
9:05
3. After reading the story, discuss the power and force of the wind:
- What natural force powered the farm? Answer: Wind
- Why did the family wear metal shoes? Answer: Stop them 30x sheets of white A4 paper
from blowing away. colouring utensils (textas,
- What happened in the story? Answer: The wind was pencils)
destroying a family’s farm. This wind was very powerful. The Have own drawing ready to
family made windmills to redirect the wind and power their show the class as an example
farm.
- I wonder what you would have done in the story?

4. Instruct students to stand up act like an object in the wind.

a. Imagine you are a feather. The wind is very calm. Move
around the space in the classroom like a feather would
move.
b. Now imagine the wind has picked up.
c. Imagine there is no wind. What will happen to the feather?
30x coloured balloons
5. Students return to the mat. Teacher invites students to in pairs, Write on the board how to
9:10
list the effects of the wind on things around them format the prayer:
(e.g. grass, trees, school flag, papers, people).
Dear God,
6. Pairs are asked to share their ideas with the class. Thank you…

Amen
9:12 Lesson Steps (Lesson content, structure, strategies & Key Questions):

7. Facilitate class discussion: the force of the wind was created by

God.
Have the students brainstorm all the things that wind helps us to
do. (e.g. fly kites, can create power- like in the Windy Farm)

- Remind students that God created all of nature. Other

elements such as lightning, rain, sun and rainbows are a part
of God’s work. They are all very important to allow life to
exist.
Class discussion and
questioning
9:15 8. Activity: Students are to imagine they are standing outside on a
windy day. They are to draw a picture of themselves, at an
outdoor location, and write a wonder question in a speech bubble
that they would like to ask the wind.

E.g. I wonder why there are sometimes strong winds and

sometimes gentle breezes?

Work samples
9. Once students have finished their drawing, they are displayed in Checklist (see example
9:30
the classroom. Students are to walk around and observe the attached)
artwork of others.
What wonder questions did the students write?
 Lesson Closure:(Review lesson objectives with students) Work samples
9:35
Faith Checklist (see example
10. Distribute a balloon to each student and invite them to blow it up, attached)
tie a knot and write on it a short prayer of thanks to God for the
wind. Student names must be written on the balloon. Group and
display the balloons throughout the classroom.
For the next week, a balloon will be selected at the beginning of
each day, the teacher will read out the prayer on the balloon.

9:40 Transition: (What needs to happen prior to the next lesson?)

Drawing utensils are to be packed away. Drawings are to be collected.

Students are required to tidy their desk area, collect any rubbish and sit
at their desk quietly.

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

assessed?)
Objective 1:
Students will identify how the wind affects the environment within the
story ‘The Windy Farm’.
- This is assessed through class discussion of the story. Ask
the students questions on what the wind did to the farm and
why.
- Students list in pairs how the wind affects things around
them and share their responses. This checks for
understanding.

Objective 2:
Students will draw a picture of themselves asking a wonder question
about the wind to God.
- This is assessed through collecting student work samples at
the end of the lesson.
- Teacher uses a checklist to record student’s level of
achievement

Objective 3:
Students will compose a prayer of thanks to God for the gift of wind
- This is assessed through collecting the student’s prayer
balloons after the lesson
- Teacher uses the checklist (which is also used in objective 2)
to record student achievement
*see checklist attached

Assessment strategy
Objectives 2 and 3 are assessed through a combined checklist. Student work is collected upon completion and this work
is marked following the criteria below. A traffic light rubric is used to guide the grading of student work:

Level 3

Green: work is above standard

- Neat and coloured-in drawing
- Thoughtful wonder question to God
 - Creative in their prayer of thanks to God

Level 2

Yellow: work has met the standard

- Completed thanks prayer
- Appropriate wonder question to God

Level 1

Red: work is below standard

- Work is incomplete
- Lack of thought given in prayer of thanks to God

Example of assessment table:

Student Name Level of achievement Comment

Joanne 2 Joanne’s prayer was quite
short.
Ben 2
Hannah 1 Did not use time effectively.
Needs to complete at home.
Tim 3 Tim was creative- came up
with unique wonder
question.
Karly 2
Anne 3 Anne finished early.
Excellent drawing.
Sam 3
Remi 3
Indiana 2
Susan 3
Harley 1 Lack of effort. Didn’t follow
the prayer structure.
Taylor 2
Nate 2
Alex 3
Ebony 1 Too much talking to Indiana,
possible desk
rearrangement.
Rory 2
Isaac 3
Demi 2
Paige 3 Assisted Rina once finished.
Billy 3
Faith 2
Harriet 2 Work was incomplete
however at a high standard.
 Aaron 2
Nonoka 3
Eddie 2
Rina 1 Struggled to get her
thoughts down. Assisted by
Paige.
Olive 2
Fraser 3 Great focus during this
lesson. Seating plan working
to his benefit.
Jacob 2
Todd 2

Resources:
Book: The Windy Farm by Doug MacLeod Prayer Balloon- example

Dear God,

Thank you for the gift of wind.

It allows me to watch the trees blow.

I love the feeling of the wind through

my hair.

Amen

Olivia

References:
MacLeod, D., & Smith, C. (2013). The Windy Farm. Adelaide, SA: Working Title Press.

Religious Education Archdiocese of Perth (Date). Sharing Jesus’ Special Meal: Eucharist- Year 3. Retrieved from
https://www.dropbox.com/sh/bw42c621lodt7vr/AADkGPljOi74eCsn-OOVWB5Ya?dl=0