LOWER PRIMARY | UPPER PRIMARY | LOWER SECONDARY | UPPER SECONDARY
NOAH AND THE RAINBOW
LOWER PRIMARY
1. God’s Rainbow – Understanding light and colour
Objective: To show how science (light) and faith (God’s promise) are connected through the wonder of rainbows.
Materials
– A glass of water
– A small mirror
– A flashlight
– White paper
– Crayons or markers
Introduction: Explain that rainbows are a special sign from God and also a beautiful part of nature that we can understand with science.
Rainbow experiment
– Place the mirror in the glass of water at an angle.
– Shine the flashlight onto the mirror through the water.
– Hold the white paper above the glass to catch the reflected light and create a rainbow.
Discussion
– Talk about how light splits into different colours to make a rainbow.
– Explain that rainbows are mentioned in the Bible as a promise from God after the flood (Genesis 9:13).
Drawing activity: Have the children draw their own rainbows and write or draw something they are thankful for, as a reminder of God’s promises.
2. Noah and the rainbow activity
Help children understand the biblical story of Noah and the rainbow as a symbol of God’s promise, and to explore the scientific phenomenon of rainbows.
Materials
– Bible (Genesis 9:8-17)
– Paper plates or construction paper (one per child)
– Cotton balls or glue and tissue paper
– Crayons, markers, or coloured pencils
– Clear plastic cups
– Water
– Flashlights
– White paper
– Small mirrors (optional)
Introduction: Gather the children and briefly explain the story of Noah’s Ark and God’s promise to never flood the whole earth again, using simple language suitable for their age.
Bible story time: Read aloud the story of Noah and the rainbow from Genesis 9:8-17. Emphasize how God placed the rainbow in the sky as a sign of His covenant with Noah and all living creatures.
Suggested books
Noah’s Ark (Caldecott Honor Book) by Jerry Pinkney (2002)
Noah’s Ark (Caldecott Medal Winner) by Peter Spier (1977)
Noah’s Ark Hardcover (2015) by Linda Falken
Noah’s Ark: A Hidden Pictures Storybook (Highlights Hidden Pictures Storybooks) (2021) by Teresa Bateman
‘Noah’s Ark: A Hidden Pictures Storybook’ by Teresa Bateman read aloud by Storytelling Mommy
Noah’s Ark by Józef Wilkon and Piotr Wilkón
My Promise Rainbow: And the Story of Noah’s Ark (2002) by Sally Lloyd Jones
Rainbow creation
– Give each child a paper plate or a piece of construction paper.
– Provide cotton balls or materials for making a rainbow (glue and tissue paper strips).
– Instruct the children to create a rainbow on their paper plate or construction paper, using the cotton balls to dab paint or tissue paper strips for each colour of the rainbow.
– Follow the ROYGBIV pattern and introduce children to the acronym. (Red, orange, yellow, green, blue, indigo, violet)
– Encourage them to think about the rainbow as a symbol of God’s promise while they create.
Reflection and discussion
– Gather the children together and ask them what they learned about rainbows from both the Bible story and the science experiment.
– Discuss how the rainbow can remind us of God’s promise to Noah and how it also shows us the beauty and wonder of God’s creation through science.
Sharing and closing
– Allow each child to share their rainbow creation and explain what they liked most about the activity.
– Close with a simple prayer thanking God for His promises and for the beauty of rainbows.
3. Scripture exploration activity
Help children explore the story of Noah and the rainbow (Genesis 9:8-17) and understand its significance as a promise from God.
Materials
– Bible (New Revised Standard Version, Genesis 9:8-17)
– Large paper or poster board
– Markers, crayons, or coloured pencils
– Stickers or pictures of rainbows (optional)
Introduction: Gather the children and introduce them to the story of Noah and the rainbow. Explain that this story is about God’s promise to Noah and all living creatures after the great flood.
Bible reading: Read Genesis 9:8-17 from the NRSV Bible aloud to the children. You can use storytelling techniques to make the reading engaging and understandable for their age group.
Resources:
NOAH’S ARK puppets by the Bible Made Me Do It! Crafts
Sunday School Craft: Noah’s Ark Easy Finger Puppets by the Confident Journal
Noah of Noahs Ark Template – Small from more printable treats
Noah’s Ark Spinner Craft by Non-Toy Gifts Easy Craft For Kids
Watch:
Noah’s Ark by Saddleback Kids
Noah by Saddleback Kids
The Story of Noah’s Ark for Kids by Minno – Bible Stories for Kids
Who is Noah? – Learn People in the Bible | Bible Stories for Kids
Discussion and reflection: Lead a discussion using the following questions:
– What happened in the story of Noah and the rainbow?
– Why did God place the rainbow in the sky?
– What does the rainbow symbolise as a promise from God?
– How do you think Noah and his family felt when they saw the rainbow?
– Encourage the children to share their thoughts and feelings about the story.
Artistic expression:
– Provide each child with a large piece of paper or poster board.
– Invite them to create a visual representation of the story using markers, crayons, or coloured pencils.
– They can draw Noah, the ark, animals, and a rainbow in the sky. Optionally, they can use stickers or pictures of rainbows to enhance their artwork.
Sharing and presentation:
After completing their artwork, invite each child to share their creation with the group.
– Ask them to explain what they included in their artwork and how it represents the story of Noah and the rainbow.
– Encourage other children to ask questions or comment on their peers’ artwork.
Closing reflection: Conclude the activity with a brief prayer, thanking God for His promises and the beauty of the rainbow.
– Encourage the children to remember God’s promise whenever they see a rainbow in the sky.
4. Rainbow-themed prayer activity
Engage children in a prayer activity centred around the theme of God’s promise using the symbol of the rainbow.
Materials:
– Large rainbow-colored poster or banner
– Sticky notes or small pieces of paper
– Markers or crayons
– Bible (Genesis 9:8-17, NRSV)
Introduction: Gather the children and introduce the theme of God’s promise and the symbol of the rainbow. Explain that the rainbow reminds us of God’s faithfulness and love.
Sing and dance along:
Arky Arky by Listener Kids
Noah’s Ark – Animated bible songs for children. Two By 2
Noah’s Ark | Bible Stories with Savannah Kids, Children’s Storytelling Animated Bible Story as Song by Savannah Kids TV
Sing a Rainbow – with all your Auslan signs by hey dee ho educational services•
Read:
Rainbow Moments: A book about hearing from God by Nikki Rogers
Discussion: Lead a discussion using the following prompts:
– What does the rainbow represent in the story of Noah?
– Why do you think God gave the rainbow as a sign?
– How does God’s promise make you feel?
– Can you think of other promises God has made to us?
Prayer activity
– Display the large rainbow-coloured poster or banner prominently in the room.
– Provide each child with sticky notes or small pieces of paper and markers or crayons.
– Instruct the children to write or draw a prayer or thanksgiving message on each sticky note, expressing something they are thankful for or a request they have.
– Encourage them to use different colours to match the colours of the rainbow.
– After writing their prayers, invite the children to place their sticky notes on the corresponding colour of the rainbow poster:
Red: Prayers for family and friends
Orange: Prayers for joy and happiness
Yellow: Prayers for peace and hope
Green: Prayers for growth and learning
Blue: Prayers for healing and comfort
Purple: Prayers for forgiveness and strength
Sharing and reflection: After all the children have placed their prayers on the rainbow poster, gather in a circle around the poster. Invite volunteers to share their prayers or reflections on what the rainbow and God’s promise mean to them. Lead a closing prayer, thanking God for his promises and asking for his blessings on the prayers shared.
HOLY CURIOSITY
UPPER PRIMARY
1. Read
Read the article ‘Wholly curious’ where Anne Rennie writes that the wonder of science is a compliment to the wonder of God.
2. Vocabulary exercise
Match the Words with their definitions: holy curiosity, faith, science, wonder, inventions, ethical, technology, universe, galaxies, gravity, cosmos, divine, creation, explanation, faith and reason.
Definitions:
A. The act of making something new; in this context, God’s making of the universe.
B. Belief and trust in God.
C. Following rules about what is right and wrong.
D. New creations or devices that make life easier.
E. A reason or justification for something.
F. Related to God.
G. The force that pulls objects toward each other, like how Earth pulls us toward it.
H. Huge groups of stars, planets, and other things in space.
I. Tools and machines that help us do things more easily.
J. A deep and respectful interest in learning about the world and God.
K. The study of the natural world through experiments and observation.
L. All of space, including stars, planets, and galaxies.
M. Another word for the universe, the whole of everything.
N. A feeling of amazement and admiration.
O. The idea that belief in God and logical thinking can work together.
Reading comprehension questions
What is ‘holy curiosity’ according to the article?
How does Pope John Paul II describe the relationship between faith and reason?
List three ways science has improved human life according to the article.
Why does the author admire students who study physics and maths?
What does the author mean by the ‘ethical line’ between using and attributing resources?
According to the article, how can science and religion benefit each other?
What feeling does the author experience when thinking about the universe?
Why does the author believe that gravity alone cannot explain the motion of the planets?
What is the main message of the article?
How does the author connect her personal experiences with the broader themes of the article?
3. Science and faith discussion circle
Help students understand and articulate the relationship between science and faith.
Introduction: Begin by reading the article aloud to the class. Discuss briefly what the main ideas are.
Group discussion: Divide the students into small groups. Give each group a set of discussion prompts, such as:
– How does ‘holy curiosity’ combine faith and science?
– Why does the author believe that science and faith can complement each other?
– Can you think of an example where science and faith work together in your life or in history?
Whiteboard activity: Each group writes their main points on the whiteboard.
Class discussion: Come back together as a class and discuss the points on the whiteboard. Highlight the connections between the students’ ideas and the article.
4. Creative writing – A letter to Albert Einstein
Engage students in creative writing while exploring the theme of holy curiosity.
Introduction: Recap the article’s mention of Albert Einstein and his idea of holy curiosity.
Brainstorming: Have a class discussion on what questions they might ask Einstein about his views on science and faith.
Writing: Ask students to write a letter to Albert Einstein. In their letters, they should:
– Explain what they learned from the article about holy curiosity.
– Ask Einstein at least three questions about his thoughts on the relationship between science and faith.
– Share their own views on how science and faith can work together.
Sharing: Have students who volunteer read their letters aloud to the class.
5. Science and faith art project
Students express the concepts of science and faith through art.
Introduction: Briefly discuss the key themes of the article and how they can be represented visually.
Brainstorming: Have students brainstorm ideas on how to visually represent the concept of holy curiosity, the relationship between science and faith, or any specific idea from the article.
Art creation: Allow students to create their artwork. Encourage them to think about symbols and images that represent both scientific discoveries and faith.
Gallery walk: Display the students’ artwork around the classroom. Have a gallery walk where students can view each other’s work and leave positive comments or questions on sticky notes.
Reflective journal prompts for artwork representation
Inspiration and interpretation: Explain how your artwork was inspired by the article ‘Wholly Curious.’ What specific ideas or concepts from the article did you choose to represent, and why did they stand out to you?
Visual symbols: Describe the symbols and images you used in your artwork to represent the relationship between science and faith. How do these visual elements help convey the message of ‘holy curiosity’ and the wonder of God’s creation?
Personal connection: Reflect on how creating this artwork helped you understand the concepts of faith and science working together. Did you discover any new insights or develop a deeper appreciation for these ideas while working on your project? Challenges and discoveries: Write about any challenges you faced while creating your artwork. How did overcoming these challenges help you understand the themes of the article better? What discoveries did you make during the process?
Sharing your message: Imagine explaining your artwork to someone who hasn’t read the article. How would you describe the connection between your art and the themes of faith and science? What do you hope others will take away from viewing your artwork?
Art and faith: Reflect on the role of creativity and art in expressing your faith. How did this project help you use your artistic talents to explore and communicate your beliefs about the harmony between science and faith?
Growth and reflection: Consider how this project has contributed to your personal growth. How has engaging with the concepts in the article through art influenced your thinking or feelings about the relationship between science and faith?
Future curiosity: How has this art project sparked your curiosity about other topics or ideas? Write about any new questions or interests that have arisen because of exploring the themes of the article through your artwork.
6. Science experiment: The magic of water – surface tension
Demonstrate the concept of surface tension and relate it to the idea of ‘holy curiosity’ by exploring how scientific principles reveal the wonder of God’s creation.
Materials
– A shallow dish or plate
– Water
– Ground black pepper
– Dish soap
– A dropper or a toothpick
– Copies of the article ‘Wholly Curious’
Introduction: Discuss with the students what surface tension is and how it’s an example of the wonders of science. Relate this to the concept of ‘holy curiosity’ by explaining that just like science helps us understand everyday phenomena, it also helps us appreciate the intricacies of God’s creation.
Setting up the experiment:
– Pour water into the shallow dish until it covers the bottom.
– Sprinkle a light layer of ground black pepper evenly across the surface of the water. Explain that the pepper represents the challenges or mysteries we face in understanding the world.
Observation and prediction:
– Ask students to observe what happens to the pepper on the surface of the water.
– Have them predict what they think will happen if a drop of dish soap is added to the water. Discuss their predictions.
Conducting the experiment:
– Use the dropper or dip the toothpick in dish soap and then touch it to the centre of the water’s surface.
– Observe what happens to the pepper. (The pepper will quickly spread to the edges of the dish.)
Discussion:
Explain the science behind the experiment: The dish soap reduces the surface tension of the water, causing the pepper to scatter.
– Discuss how this simple experiment reveals a hidden aspect of water’s properties, relating it to the idea that science helps us uncover the wonders of God’s creation.
– Encourage students to think about other everyday phenomena that might have scientific explanations that inspire a sense of wonder and curiosity.
Relating to faith:
Connect the experiment to the article by discussing how both faith and science can help us understand the world better. Faith provides meaning and purpose, while science helps us see the mechanisms of creation.
– Ask students how this experiment and the concept of surface tension might deepen their appreciation for the natural world and for God as the Creator.
Extensions:
1. Reflective journal: Have students write a short reflection on what they learned from the experiment and how it connects to their faith.
2. Further exploration: Encourage students to conduct similar experiments at home with different liquids (eg, milk, vinegar) to see how surface tension varies.
Reflection journal prompts
The wonder of science and faith: Reflect on the surface tension experiment we conducted in class. How did observing the behaviour of the pepper in water help you understand the concept of surface tension? How does this scientific principle make you feel about the wonders of God’s creation?
Holy curiosity in action: In the article ‘Wholly Curious,’ Ann Rennie talks about ‘holy curiosity’ – a deep and respectful interest in learning about the world and God. How did the experiment we did in class spark your own curiosity about the natural world? Can you think of other examples where science has helped you appreciate the beauty and complexity of God’s creation? Balancing science and faith: Pope John Paul II said that faith and reason are like two wings that help the human spirit rise to the contemplation of truth. How do you think science and faith complement each other? Write about a time when you felt that your understanding of science helped deepen your faith or when your faith helped you understand a scientific concept better.
SCIENCE AND THE CATHOLIC FAITH
LOWER SECONDARY
1. Read
Read ‘How to live in the world’ by Fr Andrew Hamilton SJ. He writes that Christianity’s focus on relationships – to God, to each other and our environment – in turn fosters our interest in all that science and technology enable us to do.
2. Vocabulary list and matching activity
Match each vocabulary word to its correct definition.
Vocabulary list: relationship, wonder, technology, science, environment, artificial intelligence, genetic engineering, faith, conflict, ethics, philosophy, morality
Definitions:
A. The study of the fundamental nature of knowledge, reality, and existence.
B. A feeling of amazement and admiration, often caused by something beautiful or unfamiliar.
C. The application of scientific knowledge for practical purposes.
D. The systematic study of the structure and behaviour of the physical and natural world.
E. The surroundings or conditions in which a person, animal, or plant lives or operates.
F. The simulation of human intelligence processes by machines, especially computer systems.
G. The deliberate modification of the characteristics of an organism by manipulating its genetic material.
H. Complete trust or confidence in someone or something, often in a religious context.
I. A serious disagreement or argument.
J. Moral principles that govern a person’s behaviour or the conducting of an activity.
K. The study of the fundamental nature of knowledge, reality, and existence.
L. Principles concerning the distinction between right and wrong or good and bad behaviour.
3. Reading comprehension questions
– Why does the author say many people see the relationship between science and faith like rival football fans?
– What role does ‘wonder’ play in both science and religion, according to the article?
– How does technology affect our relationship with the world, based on the article?
– What are the limitations of science and technology in answering certain types of questions?
– According to the article, what is the role of religion in understanding our world and existence?
– What historical conflicts between religion and science are mentioned in the article?
– Why does the author believe it is important for everyone, not just experts, to think about the large questions of existence and purpose?
– What does the author suggest is necessary for meeting the greatest challenges facing the world today?
4. Debate: Science v faith
Help students explore different perspectives on the relationship between science and faith.
Instructions:
– Divide the class into two groups: one representing the viewpoint that science and faith are in conflict, and the other representing the viewpoint that they are complementary.
– Each group will prepare arguments and evidence supporting their position based on the article and additional research.
– Conduct a structured debate where each group presents their arguments, followed by a rebuttal and open discussion.
– After the debate, have a class discussion on how both science and faith can coexist and contribute to our understanding of the world.
Intended outcome: Students will better understand the historical conflicts and contemporary harmony between science and faith, and develop skills in critical thinking and argumentation.
Resources:
ADF Resources
Schools debating network competition guidelines
5. Wonder journal
Encourage students to reflect on their sense of wonder and its connection to both science and faith.
– Ask students to keep a ‘Wonder Journal’ for a week. Each day, they should write about something in the world that inspires a sense of wonder in them. This could be a natural phenomenon, a scientific discovery, a technological advancement, or a moment of spiritual reflection.
– At the end of the week, have students share their entries in small groups, discussing how their experiences of wonder relate to both scientific inquiry and religious faith.
– Facilitate a class discussion on how wonder can lead to deeper questions about the world and our place in it, integrating both scientific and religious perspectives.
Intended outcome: Students will develop an appreciation for the role of wonder in driving both scientific and religious exploration and learn to see connections between these two ways of understanding the world.
6. Role-play: Historical figures
Help students understand the historical context of the science and faith debate and the contributions of key figures.
Instructions:
– Assign each student or pair of students a historical figure mentioned in the article, such as Galileo, Charles Darwin, or a religious leader.
– Have students research their assigned figure, focusing on their contributions to science or faith and the conflicts or resolutions they experienced.
– Students will then role-play a conversation between their historical figure and another figure from a different perspective (eg, Galileo and a Church official) in front of the class.
– After the role-plays, discuss as a class how these historical events have shaped the contemporary relationship between science and faith.
Intended outcome: Students will gain a deeper understanding of the historical events that have influenced the relationship between science and faith, and appreciate the contributions of both scientists and religious leaders.
7. Essay and reflection
Part 1: Essay
Assess students’ understanding of the relationship between Catholic faith and science as expressed in the article, and their ability to articulate their thoughts in a structured essay. Students will write a 500-word essay addressing the following prompt:
Discuss the relationship between Catholic faith and science as outlined in the article by Fr Andrew. Include an explanation of how wonder plays a role in both fields and how they can coexist harmoniously. Provide examples from the article to support your arguments.’
Part 2: Personal reflection
Encourage students to reflect on their own beliefs and how they integrate the ideas from the article into their personal worldview. Students will write a 300-word personal reflection on the following prompt:
‘Reflect on your own experiences and thoughts about the relationship between science and your Catholic faith. How has the article by Fr Andrew influenced your perspective? Give specific examples of how wonder influences your interest in science and your faith.’
8. Reflective prayer and sharing circle
Provide students with a spiritual and reflective conclusion to their learning about the relationship between Catholic faith and science, fostering a sense of unity and deeper understanding.
Preparation
– Arrange the classroom in a circle to create an inclusive and intimate setting.
– Prepare a small table in the centre with a candle, a Bible, and some symbols of science (eg, a magnifying glass, a small model of the solar system).
– Have soft, instrumental background music ready to play during the prayer time.
Opening prayer: Begin with a simple opening prayer to invite the Holy Spirit into the session.
– Example: ‘Heavenly Father, we thank you for the gift of wonder that draws us closer to you and helps us explore your magnificent creation. Guide us as we reflect on the relationship between our faith and the knowledge we gain through science. May we always seek to find you in all things. Amen.’
Scripture reading: Choose a scripture passage that highlights the harmony between creation and God’s wisdom.
– Example: Psalm 19:1-4 (NRSVCE): ‘The heavens are telling the glory of God; and the firmament proclaims his handiwork. Day to day pours forth speech; and night after night declares knowledge. There is no speech, there are no words; their voice is not heard; yet their voice goes out into all the earth, their words to the ends of the world.’
Reflective prayer: Light the candle and invite students to close their eyes and take a few moments of silence to reflect on the scripture reading and what they have learned about the relationship between faith and science.
– Play soft instrumental music during this time.
– Encourage students to think about how wonder leads them to explore both their faith and the world around them.
Sharing circle: After a few minutes, invite students to share their reflections, thoughts, or prayers. Encourage them to speak from the heart and listen respectfully to each other. Prompt them with questions such as:
– ‘How has learning about the relationship between faith and science deepened your sense of wonder?’
– ‘What new insights have you gained about how your faith and interest in science can coexist?’
– ‘How can you use what you’ve learned to appreciate God’s creation more fully?’
Closing prayer
– End with a prayer of thanksgiving and a blessing for the students.
– Example: ‘Lord, we thank you for the opportunity to learn and grow together. We are grateful for the wonders of your creation and the knowledge we gain through science. Help us to always seek your presence in our quest for understanding and to use our knowledge to honour and serve you. Bless each student here with curiosity, wisdom, and a heart full of faith. In Jesus’ name, we pray. Amen.’
Symbolic gesture: As a final gesture, invite each student to light a small tea light from the central candle, symbolising their commitment to let the light of wonder, faith, and knowledge shine in their lives.
Intended outcome: This prayerful activity will help students integrate their learning about faith and science into their spiritual lives, fostering a deeper appreciation for the harmony between the two and encouraging them to continue seeking God in all aspects of life.
LIVING IN THE WORLD WITH HOLY CURIOSTY
UPPER SECONDARY
Read
Read ‘How to live in the world’ by Fr Andrew Hamilton SJ. He writes that Christianity’s focus on relationships – to God, to each other and our environment – in turn fosters our interest in all that science and technology enable us to do.
2. Vocabulary building
Use a reputable dictionary to find the definitions of the following words: relationships, atheistic, obstructionist, exaggerate, intolerantly, regrettable, wonder, complexity, microorganisms, stirred, elegance, technicians, morality, sacredness, censure.
3. Reading comprehension questions
– What does Fr Andrew suggest about the relationship between science and faith at the beginning of the article?
– According to the article, what role does wonder play in our lives and our understanding of the world? Provide examples.
– Describe the historical conflicts mentioned between science and religion. How have these conflicts shaped our understanding today?
– Explain the different expertise areas mentioned in the article: science, technology, and religion. How do they contribute differently to our understanding of the world?
– Why does Fr Andrew emphasise the importance of asking questions about the purpose of human existence and how we should live in the world?
– What is meant by the statement, ‘Wonder brings us together’? How does this idea connect with the themes discussed in the article?
– Compare and contrast the perspectives of scientists and religious thinkers regarding the origins and purpose of the world.
– Discuss the potential positive and negative impacts of technological advancements mentioned in the article. How should society approach these advancements ethically?
– How does the article challenge stereotypes about the relationship between science and faith?
In what ways does the article encourage readers to reflect on their own beliefs and the larger questions about life and existence?
4. Read
Read the article ‘Wholly curious’ where Anne Rennie writes that the wonder of science is a compliment to the wonder of God.
5. Vocabulary extension
Match the vocabulary term to its definition.
Vocabulary terms: Holy curiosity, resonance, contemplation, innovations, heresies, dissection, thermodynamics, periodic table, arcane, assistive technologies, plausible, originality, ethical, dignifies, idolatry.
– A term describing the intersection of faith-inspired inquiry with scientific curiosity.
– A deep or significant effect or impact.
– Deep reflective thought or meditation.
– New methods, ideas, or products resulting from scientific or technological progress.
– Beliefs or opinions contrary to orthodox religious doctrines.
– The act of cutting apart or analysing in detail.
– The branch of physics concerned with the relationships between heat and other forms of energy.
– A chart that organises elements based on their atomic number and chemical properties.
– Mysterious or understood by few.
– Devices or tools that assist people with disabilities to perform tasks.
– Seemingly reasonable or likely.
– The quality of being unique or novel.
– Pertaining to principles of right and wrong behaviour.
– To honour or give respect to.
– Worship of idols or excessive admiration for someone or something.
6. Reading comprehension questions
– What does Ann Rennie mean by ‘holy curiosity’ and how does she connect it to both faith and science?
– According to Rennie, how has science benefited humanity over history? Provide examples from the article.
– Describe Rennie’s personal experiences with science during her education.
– How does she view the relationship between her faith and scientific knowledge?
– What ethical concerns does Rennie raise about the use of technology in the modern age? How does she suggest balancing technological advancement with ethical responsibility?
– Explain Pope John Paul II’s perspective on the relationship between faith and science, as referenced by Rennie. How does this perspective reconcile potential conflicts between the two?
– Why does Rennie mention the Big Bang Theory and its impact on her faith? How does it inspire her sense of wonder and awe?
– Discuss Newton’s view on gravity and how it relates to the concept of God’s role in creation, as described by Rennie.
– In what ways does Rennie express a reverence for the beauty and enormity of the cosmos in relation to her faith?
– How does Rennie advocate for maintaining originality and ethical standards in the face of advancing technology?
– Reflecting on the article, how does Rennie suggest that faith and science can complement each other rather than conflict?
7. Debate and dialogue
Engage students in critical thinking and discussion about the compatibility of science and faith from a Catholic perspective.
Preparation:
– Divide the class into two groups: Team Science and Team Faith.
– Assign each group to prepare arguments supporting their viewpoint regarding the relationship between science and faith.
– Team Science should focus on how scientific discoveries and theories can coexist with religious beliefs.
– Team Faith should emphasize how Catholic teachings provide a framework that accommodates scientific inquiry and discoveries.
Debate:
– Conduct a structured debate where each team presents their arguments in support of their viewpoint.
– Encourage respectful rebuttals and counterarguments from the opposing team.
– Allocate time for questions from the audience (remaining students) to challenge both sides and seek clarification.
Dialogue:
– After the debate, facilitate a moderated dialogue session where students from both teams discuss common ground and areas of potential reconciliation between science and faith.
– Encourage students to explore how their personal beliefs and scientific knowledge intersect.
Reflection:
– Conclude the activity with a reflective writing session where students individually write about how their understanding of the relationship between science and faith has evolved through the debate and dialogue process.
– Discuss as a class the insights gained and any lingering questions or uncertainties.
Resources:
ADF Resources
Schools debating network competition guidelines
8. Case studies analysis
Analyse specific historical and contemporary case studies that illustrate the interaction between science and faith, with a focus on Catholic perspectives.
Case selection:
– Select several case studies that highlight significant moments where scientific discoveries or technological advancements intersected with Catholic beliefs or teachings.
– Examples could include the Galileo affair, the development of genetics and bioethics, or modern debates on climate change and environmental stewardship.
Research and presentation:
– Divide students into small groups and assign each group a different case study.
– Task groups with researching the historical context, scientific discoveries involved, and the Catholic Church’s response or position.
– Prepare presentations summarizing their findings, emphasising how each case study reflects or challenges the notion of compatibility between science and faith from a Catholic perspective.
Panel discussion:
– Have each group present their case study to the class through brief presentations.
– After all presentations, facilitate a panel discussion where students discuss common themes, ethical dilemmas, and lessons learned from the case studies.
– Encourage students to critically analyse how these examples shape their understanding of the Catholic approach to science and faith.
Application and reflection:
– Conclude the activity with a reflective writing exercise where students individually reflect on how the case studies have influenced their perspective on the relationship between science and faith.
– Discuss as a class the implications of these historical and contemporary examples for their own lives and future interactions with science and faith.
9. Essay or position paper
Assess students’ understanding and ability to articulate the Catholic perspective on the relationship between science and faith.
Essay prompt: Provide students with a prompt that encourages them to explore and discuss the compatibility of science and faith from a Catholic perspective. Example prompts could include:
– ‘Discuss how Catholic teachings accommodate scientific inquiry and discoveries. Provide examples to support your argument.’
– ‘Evaluate the role of scientific advancements in enriching Catholic understanding of the natural world and human existence.’
– ‘Explain how the principles of faith and reason are integrated in the Catholic approach to scientific exploration.’
Research and preparation:
– Allow students adequate time to conduct research using both primary (Church documents, encyclicals, etc) and secondary sources (academic articles, books).
– Encourage students to critically analyse and synthesise information from their research to form a coherent argument.
Writing the essay:
– Instruct students to write a well-structured essay or position paper that addresses the prompt.
– The essay should include a clear thesis statement, supported by evidence and examples from Catholic teachings, scientific discoveries, and personal reflections.
Presentation:
– Optionally, students can be given the opportunity to present a summary or key points of their essays to the class.
– This allows for peer feedback and further discussion on the topic.
Assessment criteria:
– Assess the essays based on clarity of argument, depth of understanding of Catholic teachings, integration of scientific examples, coherence of ideas, and overall writing quality.
– Emphasise the ability to critically analyse and synthesize information from diverse sources.
Reflection:
– Conclude the assessment activity with a reflection component where students write about what they have learned through the research and writing process.
– Encourage students to reflect on how their understanding of the relationship between science and faith has evolved and any lingering questions or areas for further exploration.