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CHRISTIANS WORKING TOGETHER
LOWER PRIMARY
1. Mission helpers
Understand the importance of teamwork and sharing God’s message by exploring Mark 6:7-13 – The Mission of the Twelve.
Story time: Read Mark 6:7-13 to the children, focusing on how Jesus sent the twelve disciples out to spread his message.
Discussion: Talk about how the disciples worked together and helped each other. Emphasise the idea that everyone has a special role to play.
Who did Jesus send out to help others?
- What did Jesus tell the disciples to do?
- What should the disciples take with them on their journey?
- How should the disciples stay when they visit people?
- What should the disciples do if people do not welcome them?
- Wht did the disciples do after Jesus sent them out?
Craft: Have the children create their own ‘mission badges’ by decorating paper circles with crayons, markers, and stickers. They can draw or write what they would do to help others and share God’s love.
Sharing: Let each child share their mission badge with the class and explain how they would be a helper, just like the disciples.
2. Rebuilding together
Explore Nehemiah 4:15-23, Rebuilding the Wall, to learn about working together and supporting each other in challenging times.
Materials:
- Building blocks or LEGO bricks
- Paper and pencils
- Stickers (optional)
Story time: Read Nehemiah 4:15-23, explaining how Nehemiah and the people worked together to rebuild the wall despite challenges.
- Who was Nehemiah?
- What were Nehemiah and the people working on?
- Why did Nehemiah and the people have to work hard?
- What did Nehemiah do to help everyone work together?
- What did the people do to keep safe while they were working?
- What did Nehemiah tell the people to remember?
- How did Nehemiah and the people show they were working as a team?
- What did Nehemiah do when it was time to rest?
Discussion: Talk about how Nehemiah and his team supported each other and worked hard to complete their task. Discuss the importance of teamwork and helping one another.
Building activity: Divide the children into small groups and give each group building blocks or LEGO bricks. Ask them to work together to build a wall or a structure. Emphasise that just like in the story, they need to help each other and work as a team.
Reflection: After building, have the children draw or write about their experience and how they felt working together.
3. Body of Christ puzzle
Understand how everyone in the community has a role and contributes to the growth of the Church, using Ephesians 4:15-16 – Growing in Christ.
Materials
- Large puzzle pieces (pre-cut from cardboard or heavy paper)
- Crayons or markers
- Tape or glue
Story time: Read Ephesians 4:15-16, explaining that each person has a special role in helping the Church grow and be strong, just as the different parts of a body work together.
- What does Ephesians 4:15 tell us to do?
- What does it mean to ‘speak the truth in love’?
- Who is the head of the body, according to Ephesians 4:15-16?
- What happens when all parts of the body work together, as mentioned in Ephesians 4:16?
- Why is it important for each part of the body to do its job?
- How does Ephesians 4:16 say we should help each other?
- What does the passage say happens when we work together like a body?
- How can you show love to others, based on what you learned from this passage?
Discussion: Talk about how everyone is important and has a special role to play in the Church community.
Puzzle activity: Give each child a puzzle piece. Ask them to decorate it with crayons or markers, drawing something that represents how they can help their family or friends.
Assembling the puzzle: Once everyone has decorated their piece, assemble the puzzle on a wall or board. Explain that just like the puzzle pieces come together to make a complete picture, everyone’s contributions help make the Church community strong and complete.
Resources:
19 Printable Puzzle Piece Templates by Template Lab
Puzzle Pieces Printable Template by Supercolouring
4. The community garden of faith
Apply the lessons learned about teamwork, helping others, and individual contributions by creating a community garden. This activity will help the children understand how working together and caring for creation reflects their faith and values. This activity will not only reinforce the religious lessons of teamwork and individual contributions but also give the children a tangible, hands-on experience of working together for a common good.
Materials
- Small pots or garden containers
- Potting soil
- Seeds or young plants (eg, flowers, herbs, or vegetables)
- Markers and decorative materials (stickers, glitter, etc)
- Watering cans
- Labels or tags for plants
- Printable templates for plant labels (optional)
- Gardening gloves (optional but recommended for safety)
Preparation
- Set up the space: Arrange tables or a work area where the children can easily reach the materials. Ensure there’s space for each child to work comfortably.
- Prepare labels: Print or create labels for the plants. These can be simple tags that the children can decorate.
Activity steps
- Introduction: Story Time Review: Begin with a brief review of the Bible stories related to teamwork and community (Mark 6:7-13, Nehemiah 4:15-23, and Ephesians 4:15-16).
- Discussion: Discuss how working together and each person playing their part is important, just as in the stories.
Planting
- Assign roles: Divide the children into small groups, assigning roles such as pot preparation, planting, watering, and decorating.
- Decorate pots: Have each child decorate a pot or container with markers, stickers or glitter. Encourage them to write or draw something related to their mission or how they will help others, reflecting their understanding of the Bible stories.
- Planting: Guide the children in filling their pots with soil, planting seeds or young plants, and labelling their plants. Discuss how each plant needs care, just as each person in a community needs support and love.
Care and reflection
- Watering: Show the children how to water their plants and explain that just like plants need water and sunlight, people need support and encouragement from each other.
- Daily care: Encourage the children to take turns watering and caring for the plants over the next few weeks. This could be an ongoing activity where they track the growth of their plants and reflect on the importance of teamwork and helping each other.
Celebration and sharing
- Garden tour: Once the plants have grown, host a small event where the children can showcase their garden and share what they have learned.
- Reflection: Have each child share how they contributed to the garden and how it relates to the lessons learned from the Bible stories.
Extension ideas
- Science Integration: Incorporate basic science lessons about plant growth, such as how plants grow, the importance of sunlight and water, and different types of plants.
- Community Involvement: Consider expanding the project to include a donation of the harvested produce to a local food bank or community centre, reflecting the mission of helping others.
STEWARDSHIP THROUGH CITIZEN SCIENCE
UPPER PRIMARY
These resources support the article ‘Citizen science’ found at the end of the article ‘Science matters’ by Michele Gierck.
1. Introduction
Before reading the article, students will benefit from understanding a few key concepts and context to help them engage more effectively with the material. Turn this material into a PowerPoint presentation to students. Students can copy key sentences down into their books. Providing this background will help students connect with the article and better understand the role and impact of citizen science.
Slide 1: What citizen science is
Citizen science involves ordinary people (citizens) participating in scientific research. They help collect and analyse data, often in collaboration with professional scientists.
Provide examples of simple citizen science projects, like tracking bird migration or collecting weather data.
Slide 2: Importance of data
Data is important in scientific research. Data are pieces of information collected during experiments or observations.
Example: Tracking the growth of plants in a school garden.
Slide 3: Role of scientists
Scientists study, research, and find solutions to various problems.
Scientists often need help from others, including students, to gather large amounts of data.
Slide 4: Connection to your life
Citizen science is where ordinary people work together on scientific projects.
For example, you might have collected information for a class project or participated in a school survey.
Participation in citizen science can have real-world impacts.
Example – The WA Bug Barcode Blitz 2024 enlists schools and communities to discover and catalogue insects and arachnids using DNA barcoding, potentially revealing new species. Select specimens will aid Murdoch University’s conservation research. Find out more.
Slide 5: Collaboration
Collaboration means working together towards a common goal. In citizen science, this means scientists and community members work together. Teamwork is essential in achieving successful outcomes.
Examples of projects: monitoring local wildlife or participating in environmental clean-up events. (If possible, show images or videos of such projects to make them more tangible).
Slide 6: Vocabulary context
Review the vocabulary from the matching exercise briefly to ensure understanding. This will help them recognise and understand these terms as they read.
Citizen science – An area where people can work together on scientific projects.
Research – The process of studying something carefully to learn new facts or information.
Antibiotic – A type of medicine used to treat infections.
Project – A planned activity or task, often with a specific goal.
Mosquito – A small, living creature that causes disease, such as mosquitoes.
Data – Information collected for analysis.
Collaboration – Working together with others to achieve a common goal.
Neuro-diverse – A term used to describe people with a variety of neurological conditions or differences.
Slide 7: Purpose of the article
The article ‘Citizen science’ shows how citizen science engages students in real research and contributes to scientific knowledge. This will help you understand the significance of the Loreto College example.
Pre-reading discussion questions:
- Have you ever participated in a project where you collected information or data? What was it about?
- How do you think helping scientists with their research could make a difference in the world?
- Why do you think it’s important for people to work together on scientific projects?
2. Vocabulary matching exercise
Match each vocabulary word on the left with its correct definition on the right. Write the letter of the definition next to the word.
Vocabulary word
- Citizen Science
- Research
- Antibiotic
- Project
- Mosquito
- Data
- Collaboration
- Neuro-diverse
Definition
A. A small, living creature that causes disease, such as mosquitoes.
B. An area where people can work together on scientific projects.
C. The process of studying something carefully to learn new facts or information.
D. A type of medicine used to treat infections.
E. A planned activity or task, often with a specific goal.
F. Information collected for analysis.
G. Working together with others to achieve a common goal.
H. A term used to describe people with a variety of neurological conditions or differences.
3. Citizen science project simulation
Create a mini-citizen science project where students can collect simple data. For example, they could track and record local bird sightings or plant growth in their school garden.
Faith Connection: Discuss how participating in such projects reflects the biblical call to be stewards of creation. Link it to passages like Genesis 2:15, which talks about tending the garden.
4. Design your own citizen science corner
Have students design their own citizen science corner or project for their classroom or library. They can draw or create a model of what their corner would look like and decide what kind of data they would like to collect.
Faith Connection: Reflect on how their design and chosen projects help them fulfill their role in caring for the environment as stewards.
5. Research and reflection
Read the article together and then have students write or draw about how they feel their participation in citizen science could make a difference. Encourage them to think about how their actions align with their faith values.
Faith connection: Discuss how contributing to scientific research can be seen to honour God by caring for his creation and helping others.
6. Guest speaker or virtual tour
Arrange for a local scientist or a virtual tour of a citizen science project (if possible) to talk to the students. They can learn more about the importance of citizen science and how it contributes to real-world research.
Faith connection: After the talk or tour, discuss how learning from experts and participating in science reflects our quest for knowledge and understanding, which can be seen as a way of seeking truth, as encouraged in faith.
Resources:
Citizen science can help researchers solve problems (Victorian government)
Zooniverse projects
The Nature Conservancy virtual field trips
7. Create a prayer for science
Students create a prayer that asks for guidance and wisdom for scientists and researchers. They can include thanksgivings for the ability to learn and contribute to science.
Faith Connection: Use this activity to emphasise how faith and science can work together to bring about positive change in the world.
Resources:
Prayer rite: Ignatian ‘Awareness’ Examen
Examen for Children
Praying with the Bible
Breathing with God
Contemplative prayer
Sitting and praying with children
Achieving calm
AC+ activity idea – AI and prayer
How to Pray Pope Francis’ ‘5 Finger Prayer’
SCIENCE MATTERS TO OUR FAITH TRADITION
LOWER SECONDARY
1. Pre-reading activity
Engage students in thinking about the intersection of faith, science, and their roles in shaping the future before they read the article.
Discussion and reflection
Start with a brief discussion on how Catholic teachings encourage the pursuit of knowledge and understanding of God’s creation. Highlight the Church’s positive stance on science, citing examples like the Vatican Observatory and the Church’s support for scientific research.
Group discussion questions:
- How do you think science and religion can complement each other?
- Can you think of any examples where scientific discoveries have enhanced our understanding of God’s creation?
- What do you think is the role of young people, like yourselves, in shaping the future through science?
- Why do you think enthusiasm and curiosity are important in both faith and science?
Reflection activity
After the discussion, ask students to write a short reflection (three-to-four sentences) on how they see themselves contributing to the future of the world through science or faith. Encourage them to think about how they can use their talents and interests in service of others.
2. Pre-reading vocabulary list
Word list: marine biologist, corals, ecology, citizen science, biodiversity, neuro-diverse, enthusiasm, innovation, sustainable, podcast
Definitions:
- A scientist who studies marine organisms and their interactions with the environment.
- Marine invertebrates that typically live in compact colonies and are often key to the structure of coral reefs.
- The branch of biology that deals with the relationships of organisms to one another and to their physical surroundings.
- The collection and analysis of data related to the natural world by members of the public, usually as part of a collaborative project with professional scientists.
- The variety of life in the world or in a particular habitat or ecosystem.
- Referring to individuals who have a range of neurological differences, such as autism, ADHD, and others.
- Intense and eager enjoyment, interest, or approval.
- The process of translating an idea or invention into a good or service that creates value or for which customers will pay.
- Able to be maintained at a certain rate or level; in environmental terms, it refers to methods that do not completely use up or destroy natural resources.
- A digital audio or video file
3. Read
Read the article ‘Science matters’ by Michele Gierck where she writes about the Science Show host Robyn Williams aims to inspire younger generations to dive into science.
Answer the following questions.
- Who is Robyn Williams, and what role does he play in the promotion of science?
- What impact did meeting Dr Selina Ward have on the author, Michele Gierck? How did it change her perspective on writing?
- Describe the format of ‘The Science Show’ hosted by Robyn Williams. What makes it appealing to listeners, especially younger audiences?
- According to the article, why does Robyn Williams believe extended conversations are important for discussing big ideas?
- What is Robyn Williams’ perspective on young people and their involvement in science? How does he see their role in the future?
- Explain the concept of Citizen Science as discussed in the article. Provide an example of a Citizen Science project mentioned.
- How does the article describe the impact of science teachers on their students, according to Robyn Williams?
- What was the purpose of The Commission for the Future, and what was a significant event that took place shortly before it was closed?
- What does Robyn Williams mean when he says that ‘science matters’? How does he believe science should be presented to the public?
- How does Loreto College in Coorparoo, Queensland, incorporate citizen science into their curriculum? What impact does this have on the students?
4. Creation care and stewardship project
- Help students connect the concept of stewardship of the Earth with scientific inquiry and environmental responsibility.
- Begin with a discussion on the Catholic teaching of Laudato Si’ and the responsibility to care for God’s creation.
- Have students choose a Citizen Science project, such as monitoring local wildlife or participating in environmental clean-ups, similar to the projects mentioned in the article.
- Students will document their findings and reflect on how their actions align with the Catholic call to protect and nurture the environment.
- As a follow-up, students can create presentations or posters linking their scientific work with the teachings of the Church on stewardship.
5. Inspirational science and faith journalling
Reflect on how science can inspire a deeper understanding of God and one’s role in his creation.
- After reading the article, ask students to write a journal entry reflecting on a scientific discovery or innovation that inspires them, similar to how Robyn Williams is inspired by the scientists he interviews.
- Students should connect this inspiration to a Catholic belief or teaching, such as the wonder of creation, the pursuit of truth, or the call to serve others through scientific advancements.
- Encourage students to consider how their own interests and talents in science might be used to serve God and humanity in the future.
- Optionally, students can share their reflections with the class and discuss how their faith informs their view of science.
6. Science and faith integration essay
Evaluate students’ ability to integrate concepts from the article with Catholic teachings and their understanding of the relationship between faith and science.
Students will write an essay that addresses the following prompt:
‘Discuss how scientific inquiry, as presented in the article “Science Matters”, can be viewed as a way to fulfill the Catholic call to stewardship, seek truth, and serve humanity. In your essay, reference specific examples from the article, Catholic teachings, and your own experiences or interests in science.’
Introduction
Begin with a brief introduction explaining the relationship between faith and science from a Catholic perspective.
Body paragraphs
Paragraph 1: Discuss the concept of stewardship and how scientific work, like environmental research or citizen science, contributes to caring for God’s creation.
Paragraph 2: Explore how the pursuit of scientific knowledge aligns with the Catholic search for truth, referencing examples from ‘The Science Show’ or historical Catholic scientists.
Paragraph 3: Consider the role of science in serving humanity, particularly through innovative solutions to real-world problems, and how this reflects Catholic social teachings.
Conclusion: Summarise how the integration of faith and science can lead to a deeper understanding of both, and how young people can contribute to this through their interests and future careers.
Success criteria
Content understanding: Demonstrates a clear understanding of the article’s main ideas and Catholic teachings.
Integration of ideas: Effectively integrates concepts from the article with Catholic beliefs.
Critical thinking: Shows the ability to analyse and reflect on how science and faith can work together.
Clarity and organisation: Presents ideas in a clear, well-organised manner, with a logical flow between paragraphs.
Grammar and mechanics: Uses correct grammar, spelling, and punctuation throughout the essay.
EXPLORING THE INTERSECTION OF SCIENCE AND FAITH
UPPER SECONDARY
1. Pre-reading activity
Prepare students for understanding how science and faith can intersect in appreciating and protecting God’s creation.
Introduction
Begin with a brief discussion about how science and religion are often seen as separate disciplines. Ask students if they think science and faith can complement each other, and if so, how.
Pose the question: ‘How can scientific discoveries deepen our understanding of the natural world, and how might this connect with spiritual beliefs?’
Reflection exercise
Students write a short reflection (five-to-seven sentences) on a time when they experienced awe or wonder about nature. Ask them to consider how this experience might connect with their faith or beliefs.
Pair activity
Divide the class into pairs. Give each pair a set of images related to nature (eg, a forest, ocean, mountain, small insect, etc). Ask them to discuss how these images might represent both scientific interest and spiritual significance.
Sharing insights
Invite pairs to share their reflections and discussions with the class. Encourage students to consider how their experiences might reflect the themes in the article.
2. Pre-reading vocabulary
Biologist: A scientist who studies living organisms and their interactions with the environment.
Example: Margaret Elizabeth is a biologist who studies how to protect different species.
Conservation: The act of preserving and protecting natural resources and the environment.
Example: Conservation biology focuses on protecting species and their habitats.
Environmental studies: An academic field focusing on the relationship between humans and the environment.
Example: Margaret’s interest in environmental studies began in university.
Benthic Macroinvertebrates: Small aquatic organisms living at the bottom of water bodies, used as indicators of environmental health.
Example: Margaret collected benthic macroinvertebrates to study water quality.
Faith: Strong belief in a higher power or religious doctrines.
Example: Margaret’s faith influences her approach to both science and teaching.
Methodical: Following a systematic, orderly procedure.
Example: Scientists use a methodical approach to gather and analyse data.
International Union for the Conservation of Nature (IUCN): A global organisation that works to protect the natural world through scientific research and conservation efforts.
Example: The IUCN helps coordinate global efforts to safeguard natural resources.
Awareness: Knowledge or perception of a situation or fact.
Being in nature can increase our awareness of the environment’s beauty and complexity.
Preservation: The act of maintaining and protecting something in its original state.
Example: Preservation efforts aim to protect endangered species from extinction.
Perspective: A particular attitude or way of viewing something.
Example: Observing nature can give you a new perspective on how everything in the environment is interconnected.
3. Read
Read the article ‘Two teaching disciplines, one love for Creation’ where a science and religion teacher tells Australian Catholics how we can discover the wonder of God’s creation through science.
Answer the following questions.
- What was Margaret Elizabeth’s original career goal before she became interested in environmental studies?
- How did Margaret Elizabeth’s environmental studies class influence her career path?
- Describe how Margaret Elizabeth balanced her science background with her religious beliefs in her professional life.
- What are the two main subjects Margaret Elizabeth teaches, and how does she integrate them in her classroom?
- According to Margaret Elizabeth, how can science enhance our appreciation of God’s creation and our faith?
- What does Margaret Elizabeth suggest as a way for Catholics to connect their faith with nature?
- Explain the quote by Baba Dioum mentioned in the article and its relevance to conservation.
- What role does the International Union for the Conservation of Nature (IUCN) play in conservation efforts?
- How did Margaret Elizabeth’s early experiences with aquatic creatures influence her career in conservation biology?
- What is the significance of experiencing nature, according to the article?
4. Explicit teaching
Here’s a suggested outline for a slideshow presentation on Catholic teachings on the environment.
You can use this as a guide to create your slides:
Slide 1: Title slide
Title: Catholic teachings on stewardship of the earth
Subtitle: An overview of environmental ethics in the Catholic Church
Image: (Relevant image such as a globe or nature)
Slide 2: Introduction to Catholic Stewardship
Title: Understanding Stewardship in Catholic Teaching
Definition of stewardship: Responsibility to manage and care for God’s creation wisely and respectfully.
Core principle: We are entrusted by God to protect and nurture the environment.
Image: (Graphic of hands holding Earth)
Slide 3: Biblical foundations
Biblical foundations of stewardship
Genesis 1:28: ‘God blessed them and said to them, “Be fruitful and increase in number; fill the earth and subdue it. Rule over the fish in the sea and the birds in the sky and over every living creature that moves on the ground”.’
Genesis 2:15: ‘The Lord God took the man and put him in the Garden of Eden to work it and take care of it.’
Image: (Biblical imagery, such as the Garden of Eden)
Slide 4: Catechism of the Catholic Church
Teachings from the Catechism
Catechism 2415: ‘The material universe is at the service of man and is a gift from God. Its proper use demands respect for the integrity of creation.’
Catechism 2416: ‘It is legitimate to use the environment as long as it is not detrimental to the overall good of creation.’
Image: (Image of the Catechism book or text excerpt)
Slide 5: Papal encyclicals: Laudato si’
Laudato si’ by Pope Francis
Main themes:
Integral ecology: Emphasises the connection between environmental, economic, and social issues.
Call to action: Urges care for the Earth as our common home and highlights the moral dimensions of environmental issues.
Quotes:
‘The climate is a common good, belonging to all and meant for all.’
‘We are called to be instruments of God’s care for the environment.’
Image: (Pope Francis)
Slide 6: Church documents on environmental ethics
Additional church documents
Compendium of the Social Doctrine of the Church: Emphasises the duty to protect the environment as a social responsibility.
World Day of Prayer for the Care of Creation: Encourages global prayer and action for environmental protection.
Image: (Image of church documents or environmental prayer event)
Slide 7: Practical applications
Applying teachings in daily life
Individual actions: Reduce, reuse, recycle, conserve energy.
Community initiatives: Participate in local environmental programs, advocate for sustainability.
Reflection: How can these teachings influence your lifestyle and community involvement?
Image: (Examples of environmental actions, such as recycling or community clean-up)
Slide 8: Conclusion
Title: Embracing our role as stewards
Summary: Catholic teachings on stewardship call us to respect and care for the environment as an expression of our faith.
Call to action: Reflect on how you can incorporate these teachings into your daily life and encourage others to do the same.
Image: (Inspirational image, such as a flourishing nature scene)
Slide 9: Questions and discussion
Title: Questions and discussion
Prompt: Invite students to ask questions or share their reflections on how Catholic teachings on stewardship can impact their lives.
Image: (Image of a discussion or question mark)
This slideshow provides a structured overview of Catholic teachings on environmental stewardship, incorporating biblical, catechism, and papal perspectives. Feel free to customise the content and images based on your specific needs and resources.
5. Faith and science connection project
Explore and present on how scientific knowledge and Catholic faith can intersect in understanding and appreciating God’s creation.
Research and reflection
Divide the students into small groups and assign each group a topic related to creation (eg, ecosystems, endangered species, climate change). Each group will research their topic, focusing on both the scientific aspects and any related religious or ethical considerations.
Ask students to reflect on how their topic connects to Catholic teachings about stewardship of the Earth. They should consider questions such as: ‘How does understanding this topic enhance our appreciation of God’s creation?’ and ‘What responsibilities do we have as stewards of this part of creation?’
Presentation
Each group will create a presentation that includes:
A summary of their scientific findings.
A discussion of how these findings relate to Catholic teachings about creation and stewardship.
Suggestions for how their insights can inspire actions or practices in daily life that reflect both scientific understanding and religious values.
Class discussion
After the presentations, hold a class discussion to reflect on the different ways science and faith can inform and enhance each other. Discuss how these insights can impact their personal views and actions.
Materials needed
Internet access for research.
Presentation tools (eg, PowerPoint, posters).
Handouts or guides on Catholic teachings related to creation and stewardship.
6. Nature journalling and reflection
Encourage students to engage with nature and reflect on their experiences in light of Catholic teachings about creation.
Nature walk
Organise a nature walk in a local park or school garden. Before the walk, explain that students will be observing and journaling their experiences, focusing on both scientific observations and spiritual reflections.
Journalling
During the walk, have students take notes and sketches of what they observe. Prompt them to note interesting details about plants, animals, or the environment. Ask them to also reflect on their observations in terms of their spiritual significance and connection to God’s creation.
Provide guiding questions such as: ‘How does this observation reflect the beauty and complexity of God’s creation?’ and ‘What does this experience teach you about your role as a steward of the Earth?’
Reflection and sharing
After the walk, students will write a reflective journal entry combining their scientific observations with their spiritual reflections. They should discuss how their experience deepens their understanding of their faith and the Catholic teaching on creation.
Invite students to share excerpts from their journals with the class, fostering a discussion about how experiencing nature can enhance their faith and appreciation for God’s creation.