Religion Curriculum Inquiry Unit School: YEAR LEVEL: 6 Term: Year: Inquiry / Wondering Question: I wonder about the Spirit of God Strands: Beliefs Sacraments Morality Prayer Cross-curricular priorities: Class context/Learners: To be added by class teacher Key Inquiry Questions: How is the Holy Spirit described in Scripture? What do some of these images mean to me? I Wonder: I wonder about the Holy Spirit. I wonder how I see the Holy Spirit. Knowledge & Understanding… The meaning of some images in the Scriptures changes according to the culture and time. The action of the Holy Spirit in the lives of believers is described in Scripture using a variety of titles, images and symbols. Skills… Identify some titles and images of the Holy Spirit found in Scripture. e.g. Water Anointing Fire Cloud and light DCEO – Rockhampton
Transcript
Religion Curriculum Inquiry Unit
School:
YEAR LEVEL: 6 Term: Year:
Inquiry / Wondering Question: I wonder about the Spirit of GodStrands:
BeliefsSacraments
MoralityPrayer
Cross-curricular priorities:
Class context/Learners:To be added by class teacher
Key Inquiry Questions:How is the Holy Spirit described in Scripture? What do some of these images mean to me?
I Wonder:I wonder about the Holy Spirit.I wonder how I see the Holy Spirit.
Knowledge & Understanding…The meaning of some images in the Scriptures changes according to the culture and time.
The action of the Holy Spirit in the lives of believers is described in Scripture using a variety of titles, images and symbols.
Symbols of the Holy Spirit
Images of wind and fire helped the people of the Old Testament and the early Christian community express their experience of the presence of God.
Skills…Identify some titles and images of the Holy Spirit found in Scripture. e.g.WaterAnointingFireCloud and lightThe sealThe handThe fingerThe dove.Identify images in scripture that reveal God as Holy Spirit:Moses and the burning bushThe Exodus from Egypt to the promised land.Moses at Mt Sinai and the giving of the commandments
DCEO – Rockhampton
Identify Scripture to be interpreted:
World Behind the Text
Who might have authored, edited and/or translated this text?
Is it the work 0of an individual or a community?
What can be learned about the prevailing religious world of the text (e.g. rituals, laws, traditions, religious roles, different sects in Second Temple Judaism)?
Where in the world is the text set? What can be learned about the cultural world
of the text (e.g. cultural codes, language, customs, beliefs, values, festivals, heroes)?
Around what time is the text set? What is happening at this time in history in
the community for which the text was written (e.g politics, Roman occupation, economy)?
World of the text
What type of text is this? Why has the author chosen this text type? What is the author trying to communicate
through the characters’ voices? How do the characters use social
language/codes/protocols to their advantage? What key words or phrases, or interesting,
new or difficult ideas need further exploration?
What text features are in the text (e.g. imagery, metaphor, simile, repetition, contrast, symbol)?
Is this text fair? Who speaks and who is silenced? What happens in this text?
World in Front of the Text
What are some of the messages from or about God that contemporary believers can take from this text in their time and place?
For whom might this text be relevant today (e.g. refugees, school communities, marginalised)?
How can this text be re-contextualised to resonate in today’s world?
How might gender, culture or life experience, including experiences with religion of religious groups, affect the way a contemporary reader might respond to the text/
How do personal events or feelings shape meaning for the reader?
How might this text be used in contemporary contexts (e.g. to inspire for justice, in prayer)?
DCEO – Rockhampton
Assessment PlanYear Level Achievement Standards:By the end of Year Six, students can express an understanding of various Biblical images of the Holy Spirit. Students describe and explain how the Holy Spirit gives courage to the disciples and to people today. They listen, read, and recount key scripture that tells of the early Christian communities. Students compare different understandings of Mary in scripture, images and titles.
By the end of Year Six, students explain the meaning of and how they experience the gifts and fruits of the Holy Spirit. Students creatively communicate information on Spirit-filled people. Students communicate ways they can be signs of life, hope, healing, nourishment, reconciliation, and service. Students demonstrate understanding of symbols, seasons and feasts of the liturgical year.
By the end of Year Six, students research key figures in the Bible, for example, Peter and Paul. Students demonstrate ways to respond to those in need. Students explain the implications of and give suggestions for the continuation the mission of Jesus today.
By the end of Year Six, students can understand and say, in unison and individually, a number of traditional prayers including Hail Holy Queen and a decade of the Glorious mysteries of the Rosary. They identify, explore and compose various kinds of psalms – psalms of lament, thanksgiving and praise.
Type of Assessment
Description Possible Sources of Evidence When assessment takes place
Formative
AssessmentforLearning
Brainstorm various names, images and attributes of the Holy Spirit.
Using interview techniques – students’ interview family and friends, other staff about their recollected images of the Spirit of God.
Concept map on images of God
Brainstorming activity
Interview
Concept map
At the beginning of the unit
At beginning of the unit.
During the unitSummative
AssessmentofLearning
Art response to Moses on Mt Sinai
Post card strategy - write a postcard from the point of view of one of the Israelites who was there at Mt Sinai.
Complete a story Wheel (A-Z teaching strategies) based on the biblical account of Pentecost – Acts 2; 1-4 addressing these questions:
Creative Art response
Post card strategy
Story wheel
During the unit
During the unit
During the unit
DCEO – Rockhampton
Who is involved?Where did this happen?Why did the author use these images of the Holy Spirit?How is the story told?When does this story take place?What happened?
What’s the message? – Reflection on the story – 10 questions.This can be completed individually or in groups.Using one of the scriptures passages• Mt Sinai and the ten commandments Ex 19:16-25• Pentecost Acts 2:1-4• The Baptism of Jesus Mark 1: 9-11; Matthew 3:13-17; Luke 3: 21-22
Compose a Haiku on images of the Spirit of God.
10 –questions
Haiku
During the unit
At the end of the unit
Affective
AssessmentasLearning
Students to reflect on artwork
Ask students to choose one of the Pentecost images included as resources for this unit and complete an ‘Image Analysis’ of it.
Living the Gospel:Read the story “Spirit of Wind, Fire and Water” at the end of this unit and reflect upon the meaning for us today.
Complete a Reflection Triangle:What is one thing you have learned that connects with something you knew before?What are two questions you would still like answered?What are the three most important things you have learned ?
Tuning In What’s in a name?The name we are given is very special. Our chosen name often has a tradition or special meaning to our family.Have students find out what their name means and if there is any significance in the choice of their name or is they are called by any other names or nicknames.(Refer to teacher background information about the use of names for God in the old Testament.)Teacher background information.The Jews do not use the name of God directly. This is a mark of respect and arises from a belief that to name a thing is somehow to exercise power of authority over it. Therefore, humans ought not seek to exercise power over God.Instead of naming God directly, the Hebrew Bible provides many images and metaphors that encourage humans to imagine the attributes and characteristics of the God beyond all names. The ways of imaging God came from lived experience of the Hebrew people. Many of these images are drawn from male examples or experiences – King, Lord, Master, Warrior, Husband, Judge. The people knew the existence and activities of these people and conceived of God as supreme in comparison to all these characters.The Hebrew Bible also indicates some images drawn for the experience of women. God is depicted as a woman giving birth (Deut 32:18). Isaiah portrays God as a nurturing mother (Isaiah 49:15)The authors of the Hebrew Bible also used non-personal images to depict God. These are images such as rock, a shield, a fortress, a mountain, light, water, a gentle breeze, fire, thunder. These non-personal images provide a different dimension to the portrait of God through the eyes of the Jewish biblical authors. They offer understandings of strength, solidity, constancy, security…(Expressions Book 6 Topic 3 p 32-33. Maurice Ryan)
Brainstorm various names, images and attributes of the Holy Spirit.In small groups students record on butcher paper as many images of the Holy Spirit as they possibly can in a ten-minute time span. They can record those using words, phrases or drawings.Once time is up, each group categorises their responses on a classroom data chart.Once the data is collected each group will take turns in justifying their choices before the class. The teacher clarifies/confirms the students’ understandingsUse these words to contribute to a word bank of words and phrases which
describe the Spirit of God. This can be displayed in the classroom and added to as the unit progresses.
Investigate the use of metaphors in our language .A metaphor is a way of comparing two things so that the qualities and characteristics of one thing can illuminate a person’s understanding of the other thing being compared.
Introductory questions to stimulate discussion :1. What are some ways authors write to make their details more vivid?2. What are some good describing words to describe a (list something)?3. How can we write things to show comparisons?Biblical writers used metaphors and similes.
Use passages from children’s literature to examine and highlight the use of metaphors and similesE.g. No 1 The skill of the pilot as he manoeuvred the plane through the mountainous region before swooping down towards the runway was as precise and as controlled as an eagle following its prey.” - Here, although most of us would take that to mean that the pilot was very skilled in controlling the plane and reaching his intended target, some people may have different perspectives on how they picture the plane as it comes in to land.No. 2 SimileA frozen ocean that stretches to the horizon like a white desertNo 3.A metaphor is a comparison that speaks of one thing as if it were another:The Oldsmobile was a boat, and Jason was the captain. The searchlights on the bow shone through the heaviest weather. The hold in the back could carry the largest of cargoes. The stateroom was the most comfortable on the high seas, with wide bench seats and a deluxe stereo system. "All ahead full," Jason commanded, and shifted into drive.One danger with both metaphors and similes, with which the above example flirts, is using a simile or metaphor that does not surprise the reader, such as "The big car was a boat."
No 4.The school students were a wild pack of animals
Ask students to make straight comparisons like above.How is _____like_____?
DCEO – Rockhampton
Use the list of names and images from the brainstorming activity to write your own metaphors and similes.
Using interview techniques – students interview family, friends, and other staff about their recollected images of the Spirit of God. Once completed students use tally marks to determine the most popular images of the Spirit. Final tally marks could be used to compile a bar graph of survey results which could be displayed in the classroom.
Interview techniques
Assessment for learning
Finding Out Select about 10 artworks of images of the Spirit of God using a search engine such as Google. www.textweek.com is also good for scriptural images.In your selection include art works for review from contemporary works and Australian indigenous works. Using these selected images, make a PowerPoint presentation tilted “Images of the Spirit of God’.Use some music to accompany the imagesSuch songs as:Michael ManganCalled to Give, Called to Live Called to Give, Called to LiveCome, O Come Holy Spirit This We BelieveFeel The Power True Colours ShineHearts On Fire Setting Hearts On FireHoly Spirit Come True Colours ShineHoly Spirit Of Fire Setting Hearts On FireHoly Spirit Rock This Is The Time / Sing Your JoyMaybe We Can Imagine This We BelieveSend Out Your Spirit (Ps 104) Forever I Will SingSurrounded By Grace This We BelieveThis We Believe This We BelieveWe Believe Sing Your Joy
Students to review this presentation and select four art works for review using headings such as Title, Artist, description, personal reflection. Students can present their own reflections and responses to their chosen art works to the class using visual and verbal forms.
As an extension to the previous activity, students can re-create or reproduce their own versions of the art works they have chosen for review. They can present their chosen piece in the same form and style as the original – in the tradition of art students re-producing the works of the masters – or they can create their own version of the same theme. Discuss with students the difficulties and possibilities involved in using art
www.textweek.com
internet search engine
Michael Mangan resources and CDs
Image review -Paper/ notebook/journals for writing and collating thoughts and reflections
Using a concept map strategy students identify and record many images of the Spirit of God that they can recall.
Explore the following scripture passages where this symbolism is used.
Explore the understanding that the Hebrew people had a different relationship with God to other nations and cultures around them. Thisunderstanding was of a Covenant relationship: You will be my people and I will be your God. See teacher background information for an explanation.
Care needs to be taken with these narratives in case students gain an impression that the events are historically accurate in every regard. Emphasis should be given to the meaning of the story rather than the literal, historical account. The texts need to be understood in their religious context, not as an attempt to write history as we would accept it today.
Recalling the exodus drama Exodus 16-25. Give the students a brief description of events leading up to Moses arriving at Mt Sinai. Moses / writer, Paul Taouk ; illustrators, Ben O'Hagan, David Stanley. (2005)OrThe Prince of Egypt movieOrThe bible mini-series on YouTube – episode one https://www.youtube.com/watch?v=qK6FyikTGjw
Godly Play – Young Children and Worship p 108I wonder how Moses felt going up into the fire and smoke.I wonder how the People of God felt when they looked up at the mountainI wonder why God used fire and smoke on the mountain top to symbolised God’s presence.I wonder if you can remember another time when Moses was face-to-face with the Spirit of God. (Burning Bush)
Read Exodus 19:16-25 from the Bible and create a vivid image of this scene. You may like to try a wash where you draw your illustration using wax crayons. Think carefully about what you want to emphasise. Where will you place the trumpet? Or perhaps you won’t even show this. What about the lightning, thunder and smoke? Do all these need to be included?
Concept map strategy
Teacher background information
Moses / writer, Paul Taouk ; illustrators, Ben O'Hagan, David Stanley. (2005) from the Know Worship and Love series
https://www.youtube.com/watch?v=qK6FyikTGjw
Young Children and worship – the ten best ways to live p 108Godly Play Vol 2 p 73
Watch the YouTube clip of the lightning from the mountain top to help illustrate how the author wanted to it represent the Spirit of God
Using Bible Maps, Google earth ,students are encouraged to find the places referred to in the Scriptures e.g. Mt Sinai (Mt Horeb), Jordan River, Egypt, Midian, before exploring Scripture stories that highlight the different images of the Spirit of God
Using a postcard strategy (A-Z teaching strategy) write a postcard from the point of view of one of the Israelites who was there at Mt Sinai. Students can choose who they are writing to but need to keep in character form the time of the Exodus showing their understanding of the cultural significance of the symbols. The postcard is to show an understanding of the symbolic representation the Spirit of God on Mt Sinai
Godly PlayPentecostI wonder what it felt like to receive the gift of the Holy Spirit on Pentecost.I wonder how they knew this was the Holy Spirit.I how the People felt when they were baptized and received the Holy Spirit.I wonder if the group were scared when the Holy Spirit came in the wind and flames.Watch the YouTube clip; http://www.youtube.com/watch?v=FvDf6WqxWeY from the Bible Series.
Complete a story Wheel (A-Z teaching strategies) based on the biblical account of Pentecost – Acts 2; 1-4 addressing these questions:Who is involved?Where did this happen?Why did the author use these images of the Holy Spirit?How is the story told?When does this story take place?What happened/?Watch the YouTube http://www.youtube.com/watch?v=xtokHQOmFu0clip that explains Pentecost.N.BFire symbolizes the transforming energy of the Holy Spirit’s actions.The spiritual tradition has retained this symbolism of fire as one of the most expressive images of the Holy Spirit’s actions.
Ask students to choose one of the Pentecost images included as resources for this unit and complete an ‘Image Analysis’ of it.Question one: Describe your chosen illustration. Who or what is in it and what is happening?Question two: Focus on the central character in this image. Describe his/her thoughts, feelings and emotions, responses to their new surroundings.Question three: what feelings are evoked in this illustration? How have they been evoked?Question four: what attributes of community, identify and belonging are expressed in this image?
Godly PlayJesus baptism - Young Children and Worship p 150I wonder what the Spirit looked like when it came down on Jesus.I wonder what the other people could see.I wonder how the people felt when they were baptized in the river Jordan.I wonder how John felt when he was asked to baptize Jesus.
Watch the YouTube clip of Jesus’ Baptism to help enhance an understanding of how the event would look in first century Palestine.Find the Jordan River using a biblical atlas.
Gospel parallels look at the Gospel accounts of Jesus baptismGospel parallels 5th ed. Burton H. Throckmorton, Jr. p 14 – the Baptism of JesusMatthew 3: 13-17Mark 1: 9-11Luke 3: 21-22Identify the images of the Holy Spirit in these passages.Use a Venn diagram to illustrate the common images, words, actions of the scripture.N.B water is also a symbol of the Holy Spirit. It signifies the Holy Spirit’s action in Baptism. The Spirit is also the living water.Christian iconography traditionally uses a dove to suggest the Spirit.
Pentecost images included on the sample unit page with this unit.
Sorting Out Sketch to stretch activity:Students read one of the scripture passages from their Bible that has been explored i.e.
Mt Sinai and the ten commandments Ex 19:16-25 Pentecost Acts 2:1-4 The Baptism of Jesus Mark 1: 9-11; Matthew 3:13-17; Luke 3: 21-
22They then sketch something related to the text that they found interesting, important etc. in a time limit of three-four minutes.Teacher forms students into groups of approx. four. One at a time, group members show their sketches to others. Each student invites the others to provide an interpretation of the sketch. After the others have given their interpretations, illustrators explain their original intentions and why they chose to represent that aspect of their learning.
What’s the message? – Reflection on the story – 10 questions.This can be completed individually or in groups.Using one of the scriptures passages
• Mt Sinai and the ten commandments Ex 19:16-25• Pentecost Acts 2:1-4• The Baptism of Jesus Mark 1: 9-11; Matthew 3:13-17; Luke 3:
21-22Questions:•Who are the main characters in the story?•What is the story’s setting? Time of day? Day of the week? What was happening at that time?•Are there any particular cultural issues relevant to this story?•Were there any related stories that happened just before or just after this story? If so, what were they?•Are there any repeated words or phrases that give extra emphasis or meaning to the story? If so, what are they?•Were there any symbols or images used in this passage that occurred elsewhere in the Scriptures?•Considering the people and culture of this time, what would be the significance /impact of this story?•Does the scripture writer have a particular message or theme with his story from the Bible?•What are your thoughts and feelings about what happens in this story?•If you heard this story again in the future what image or thought would
Bible
Paper and drawing pencils
Handout with the 10 questions.
Assessment of learning
Assessment of learning
DCEO – Rockhampton
come back to you?
Living the Gospel:Read the story “Spirit of Wind, Fire and Water” at the end of this unit and reflect upon the meaning for us today.
Ask students to identify how they view the Spirit of God and the times when they can continue the good works of the early church community.Using the Frayer Model (A-Z teacher strategies) have students complete “The Spirit of God in my life”.Essential characteristics – Non essential characteristicsExamples of the Spirit in my life – Examples of what it is not.
Story “Spirit of Wind, Fire and Water” at the end of this unit .
Frayer Model (A –Z teaching strategies )
Assessment as learning
Assessment of learning
Communicating Compose a Haiku on images of the Spirit of God.This Japanese form of poetry has a definite structure to follow. It is a simple 3 line poem with the following pattern1st line- 5 syllables2nd line – 7 syllables3rd line – 5 syllables.Use scripture images as a focus.
Pray: Come O Holy SpiritCome Holy Spirit, fill the hearts of your faithful and kindle in them the fire of your love. Send forth your Spirit and they shall be created. And You shall renew the face of the earth.
O, God, who by the light of the Holy Spirit, did instruct the hearts of the faithful, grant that by the same Holy Spirit we may be truly wise and ever enjoy God’s consolations, Through Christ Our Lord, Amen
Haiku poetryAssessment of learning
Evaluating and Reflecting
Students prepare short talks to share what they have learned or a “show and tell’ about one of the activities they have completed.
Prepare a display of their collages, artwork and poetry.
Complete a Reflection Triangle:What is one thing you have learned that connects with something you knew before?What are two questions you would still like answered?What are the three most important things you have learned ?
Assessment as learning
DCEO – Rockhampton
Teacher reflection and Evaluation
What has been most successful about this unit?Were the chosen activities accessible to all students?How were you able to involve the students’ families in the Unit of Work?Can you identify ways of improving this unit?
DCEO – Rockhampton
A The Sun is here for the belief of the Aboriginal People that it sustains life.
B The Light Blue is for the wind.
C The spirit figure is flowing from the fire and the story teller in the minds of the children as they learn about their culture and history.
D The red background is for fire.
E The Idea of the field of flowers is to represent the purity of this event that is happening and also a rebirth of understanding and awareness
DCEO – Rockhampton
F The blue background represents water.
G The concentric circles represent fire places or campsites and waterholes.
H The 'U' shapes represent people sitting cross legged.
This is the old storyteller sitting at the fire with a group of children telling of the creation spirit.
