RELIGIOUS EDUCATION UNIT PLANNER

We Are Called

OVERARCHING LEARNING OUTCOMES

1. Students use language to understand, develop and communicate ideas and information and interact with others. / 2. Students select, integrate and apply numerical and spatial concepts and techniques. / 3. Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others. / 4. Students select, use and adapt technologies. / 5. Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions. / 6. Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options. / 7. Students understand and appreciate the physical, biological and technological. World and have the knowledge and skills to make decisions in relation to it. / 8. Students understand their cultural, geographic and historic contexts and have the knowledge, skills and values necessary for active participation in life in Australia. / 9. Students interact with people and cultures other than their own are equipment to contribute to the global community. / 10. Students participate in creative activity of their own and understand and engage with the artistic, cultural and intellectual work of others. / 11. Students value and implement practices that promote personal growth and well being. / 12. Students are self-motivated and confident in their approach to learning and are able to work individually and collaboratively. / 13. Students recognise that everyone has the right to feel valued and be safe, and, in this regard, understand their rights and obligations and behave responsibly.
1.A pursuit of knowledge and a commitment to achievement of potential. / 2.Self acceptance and respect of self. / 3.Respect and concern for others and their rights. / 4.Social and civic responsibility. / 5.Environmental responsibility.

Title of Unit: We Are Called

Year Level: 5 ______weeks: 1-5

MONDAY

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TUESDAY

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WEDNESDAY

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THURSDAY

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FRIDAY

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ASSESSMENT

1 / A1.1
a)Discuss with the class that from personal
experience, as well as from observation, we can
see that many people work to care for creation
and living things, and for the benefit of other
human beings.
In groups, the students complete one of the
charts from ‘Work Wise’. Discuss charts as a
class, inviting students to complete all
charts on their sheet.
Focus Questions
- What is the basic purpose of work?
- Do all people work?
- What gifts are needed to work?
- Does everyone have the gifts needed to
work? Why or why not?
- What is the difference between paid and
unpaid work?
- Is all work paid?
- Is unpaid work as important as paid work? / A1.2
a)The students form groups of six. A sheet for
each student is provided with their name at the
top of the page. The sheets are passed around
the group and each member writes one special
talent or gift (personal as opposed to physical)
of the student whose name is written on each
sheet.
Discuss that personal gifts are part of God’s
creation of a human being, developing them
is also work. Developing personal gifts
requires:
• study and practice
• rest and recreation (see Teacher Background
Material, p.14).
Thanks for Our
Gifts
The students make
themselves a
congratulations card.
Inside the card they
write a thank you
prayer, thanking God
for giving them their
unique talents and
skills.
The students could
be invite to share the
prayer with their
families. / A1.2
c)Invite the students to brainstorm and list in
their RE books their personal gifts (skills and
talents).
Discuss that personal gifts are part of God’s
creation of a human being, developing them
is also work. Developing personal gifts requires:
• study and practice
• rest and recreation (see Teacher Background
Material, p.14).
Each student makes a gift box using ‘Netting
Our Gifts’. The students write on the faces of
the box the various gifts they would like to
develop further. The boxes could be decorated
and arranged around the class prayer
focus or made into mobiles.
develop and use
their gifts. R2 / A1.3
c)In pairs or individually, the students prepare
one-minute talk that express one of the
following topics:
• People Can Contribute to their Own
Development
• People Can Contribute to Society, or
• People Can Contribute to the Environment.
Focus Question
- Is everyone a fellow-worker of God? / A2.1
b)Using ‘A Wonder Cube’, the students create
and decorate gift boxes. On the faces of their
boxes, they write thoughts, feelings and
questions they have about God, the Creator of
work.
The boxes could be displayed at the prayer focus
or attached to the mobiles created in
A1.2(c).
Wonder Questions
- Who cares that we care for creation, other
people and ourselves?
- From where do our work gifts come in the
first place?
- Who gave each person the responsibility to
care for, and to develop, his or her personal
gifts?
R3 / Notes from talks
2 / A3.1c)In small groups, the students brainstorm ways in
which people can celebrate that God wants to
care for creation through the work activities of
human beings.
Each group records the results of their
brainstorm on a group mind map. Each map is
then circulated to other groups who add new
ideas. The mind maps could be displayed under
the title: ‘God Sustains Creation Through Us!’
(or similar). / B1.1
a)The students complete ‘The Example of Jesus’.
One Resource sheet 2 / B1.2
b)In pairs or small groups, the students write
acrostic poems using the phrase ‘SPECIAL
WORK OF JESUS’ (or similar). / B2.1
a)Discuss with the students that followers of Jesus
can share in his special work because of the gifts
received in Baptism.
Create a class chart that examines these gifts,
how they work within people and how this
helps people to work as Jesus calls (see Teacher
Background Material, pp.18-19). For example:
Gifts received through Baptism
• People become members of God’s family, the
Church
• God frees people from original sin, which
inclines them towards selfishness and the
desire to do what is wrong.
The effect this has on people
• Become more loving and good
• Overcome the temptation to do wrong and
become good.
People can work more to care for themselves,
others, and creation
• Look after a sick sister or brother
• Plant more trees to help the environment
• Eat healthy food
• Include people in games
• Make an effort to place litter in a bin
• Doing what is right, rather than following
their friends. / B2.1
b) Discuss with the students that followers of Jesus
can share in his special work because of the gifts
received through Baptism. The students
complete ‘The Ripples of Baptism’.
R7 /

Resource sheet 7 – The Ripples of Baptism

3 / B2.2
b)In pairs, the students create and share T-charts,
for example:
Actions and Results of Neglect of Self,
Others, and/or Creation
• Birds dying as a result of an oil spill
• Algal bloom in rivers as a result of pollution
• A student is afraid to come to school because
of bullying
• A student is too tired to take part in class
activities in the afternoon because they
skipped lunch
Actions and Results of Care of Self, Others,
and/or Creation
• Animal habitats protected
• Clean waterways
• A student is happy to come to school
• All students would be friends
• Eat healthily
• Lots of energy for school activities
Focus Questions
- What would be the results if everyone cared
for/neglected themselves, others, or creation
in the ways outlined on the chart?
- What would the world be like if everyone
turned to God to help them care more for
others, themselves, and creation? / C1.1
b)The students complete ‘Words and Actions of
Baptism’. Answer: ‘I baptise you in the name of
the Father and of the Son and of the Holy
Spirit. Amen’.
A3 / C1.2
c)Discuss with the students the main elements of
the Rite of Baptism [see Appendix (viii)]. In
groups, the students present a ‘Baptism Tableau’
to show the sequence of the events in a Baptism
ceremony.
A10 / C2.1
The students devise questions that
explore the ministry of the lay followers of Jesus
(those who are neither priests nor Brothers or
Sisters). The students then interview members
from groups within the parish, eg. Saint Vincent
de Paul Society, altar servers, catechist, church
maintenance, special ministers, etc. / C2.2
a)The students prepare a report about a saint,
illustrating how the saint worked to lead others
to God, consequently sharing in the special
work of Jesus. The students should select saints
whose lives are well enough known to serve as
examples of sharing in the special work of Jesus.
For example:
• Patrons of schools, parishes or religious
orders
• the saint after whom they are named
• Blessed Mary MacKillop
• Saint Peter
• Saint Francis Xavier
• Saint Therese of Lisieux
• Saint Bernadette of Lourdes
• Saint Maximillian Kolbe
• Martyrs of Korea
• Saint Peter Chanel, etc. /

Report on a saint

4 / C3.1
a)Display the Seventh Commandment. Explain
that this Commandment really reflects God’s
wish that people enjoy everything to which God
has entitled them (see Teacher Background
Material, p.24). For this to happen, everyone
needs to pull their weight by doing their fair
share of work.
In pairs, the students complete ‘Living the
Seventh Commandment’. Pairs pair and share
work
A6 / C3.2
Read and complete A7
The students complete ‘Pros & Cons’. The
students could then conduct a debate. / C3.3
The students record in their RE books a chart
that explains the consequences of actions that
are against the Third and Seventh
Commandments, for example: / C4.1
Complete self assessment /

Self Assessment

5 /