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Unit of work: All Powerful God Salvation topic: Bible Human person Topic: Gift of
Year Level: 4 Students’ Prior Knowledge: (include faith
situations/previous lessons/Units)
Key Understanding:
This is the second lesson in this unit of work.
A2 Wondering at God who created the forces of the
universe In the previous lesson the students explored
elements of nature including gravity, the power of
wind and water and changes in nature.
Learning Point(s):
A2.1 Expresses wonder at God who created the forces of Students investigated the constructive and
destructive power of these forces.
the universe

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
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 a representation of God and His power either through story or visual art

 Explain their creative decisions regarding their story or art to their peers

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

(include Teacher Witness) Choose One from:
• Gifted: One student will be encouraged to
Pre-load the Youtube video if required. explicitly write on their artwork to explain the
artistic choices that they made
Have the PowerPoint and Bible ready at hand.
Choose One from:
• ADHD: Student with ADHD has a wobble
chair and
LESSON DELIVERY attach worksheets, examples, marking keys, etc. as relevant
Time Motivation and Introduction:
Align these with the segment
where they will be introduced.
1. Explain to students that we are going to begin our RE lesson and, as
always, we are going to begin with a prayer.

2. Student prayer leaders for the week lead the students in a short

3. Ask students:
"What is the biggest thing in the world?"
"How big do you think the universe is?"

4. Allow students some time to discuss each question, and then collect Computer and smartboard
their answers. Ask them if they would like to see a video showing
how big the universe is.
5. Play the Youtube video, The Observable Universe

6. Give students some time to express their thoughts with their

classmates undirected.

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

1. Recall key points from the previous lesson by posing questions about
the forces of nature discussed in that lesson including gravity, the
power of wind and water and changes in nature

2. Discuss a wonder question:

"I wonder what God, who made all these great forces, who
created nature, and who made our huge universe, is like." (This
requires critical and creative thinking as students need to
formulate abstract thoughts)

3. Explain that just like we can't really think or explain how large the
universe is, we find it hard to talk and think about what God is like.
And just like we had to use pictures and videos to show how large
the universe is, often we use images and stories to show what God is

4. Play the PowerPoint slides of images of God and nature, and whilst Computer and smartboard
they are playing, read Job 26:7-14.
PowerPoint presentation
5. Explain that the students are going to begin either an artwork or a
00:15 story that shows the power of God. Students are free to choose how Bible
they would like to represent God. (This meets the religious capability
of faith as it requires a depiction of the Christian God) Drawing paper

Lesson Closure:(Review lesson objectives with students)

1. Bring students to order, and ask students to share their creation with
00:25 their partner, explaining how their artwork or story depicts the power
of God. (This requires personal and social competence as it requires
partner work and taking turns. It also requires literacy skill as
students must use their visual literacy and oral skills to explain their

2. Collect student work and explain to students that they will have
further opportunities to work on their art or story.

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

1. Students clear their desks and line up at the door ready to go out to
00:30 recess.

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


Student work will be collected to be finished later. It will be assessed by

checklist, ensuring that students have grasped the concept of God as an
all-powerful being. This assessment is formative, and is used to ensure
that no student is being left behind in this unit.

Scale Student's art Students art Students uses

NS - Not shown depicts God shows an acceptable
1-3 ticks for understanding artistic
competency of Gods Power technique


Oral recounts of their work will be assessed informally. Look out for any
student who is not explaining their work or is having trouble with their