LOWER PRIMARY | UPPER PRIMARY | LOWER SECONDARY | UPPER SECONDARY
UNDERSTANDING HOW GOD SHOWS HIS LOVE THROUGH CREATION
UPPER PRIMARY
1. Growing seeds – understanding growth and god’s care
To teach children how seeds grow into plants and how this process reflects God’s care and love for creation.
Materials
• Small pots or cups
• Potting soil (wear a face mask when handling potting mix and work in a well-ventilated area)
• Seeds (eg, sunflower or beans)
• Watering cans or cups
• Bible (Genesis 1:11-12)
• Markers or crayons
• Paper or plant labels
Introduction
Explain that plants grow from tiny seeds and this is a way God shows his love by providing us with food and beauty.
Planting activity
• Give each child a small pot or cup and have them fill it with potting soil.
• Let them plant a few seeds in the soil and cover them gently.
• Help them water their seeds and place the pots in a sunny area.
Discussion
• Talk about how seeds need water, sunlight, and time to grow, just as we need love and care.
• Read Genesis 1:11-12 aloud, explaining that God made the plants grow to provide for us and make the world beautiful.
Drawing
• Have the children draw their plants as they imagine them growing.
• Ask them to write or draw something they think God does for them.
Reflection
Discuss how God’s care is visible in the growth of plants. Encourage children to talk about their favourite plants or flowers and how they make them feel.
2. Creating with clay – understanding shapes and God’s creativity
Explore how different shapes and forms in nature reflect God’s creativity and design.
Materials
• Playdough or clay
• Rolling pins
• Cookie cutters in various shapes
• Bible (Psalm 139:14)
• Markers or crayons
• Large paper for drawing
Introduction
Explain that just as we use clay to make different shapes, God made a world full of wonderful shapes and creatures.
Clay activity
Give each child a portion of clay or playdough. Allow them to roll, flatten, and use cookie cutters to make different shapes. Encourage them to create their favourite animals or objects.
Discussion
Read Psalm 139:14 aloud, explaining that God made us and everything in the world wonderfully. Discuss how each shape and creature is unique, just like each person.
Drawing
Have children draw a picture of something they made from clay and something they love in nature. Ask them to write or tell a short story about how they see God’s creativity in their drawings.
Reflection
Talk about how God’s creativity is shown in the different shapes and forms in nature.
Encourage children to share their favourite shapes and how they think they show God’s love.
3. Cloud shapes – understanding weather and god’s power
Explore cloud shapes and how they show the power and majesty of God’s creation.
Materials
• Cotton balls
• Blue construction paper
• Glue
• Bible (Job 37:16)
• Markers or crayons
Introduction
Explain that clouds are a part of weather, which is another way God shows his power and care for us.
Cloud craft activity
• Give each child a piece of blue construction paper.
• Provide cotton balls for them to glue onto their paper to create cloud shapes.
• Encourage them to make different shapes and figures with the cotton balls.
Discussion
Read Job 37:16 aloud, discussing how God controls the weather and how clouds are part of his creation. Talk about different types of clouds and what they might look like.
Drawing
Have children draw their favourite type of weather and add cotton ball clouds to their pictures. Ask them to think about how weather changes and how it shows God’s power and care.
Reflection
Discuss how clouds and weather are part of God’s creation and how they help us understand his power. Encourage children to share their thoughts about different types of weather and how they see God’s love in nature.
4. Water play – understanding water’s role in creation
Explore the importance of water and how it is a gift from God that supports all life.
Materials
• Small tubs or containers
• Water
• Sponges, cups, and small toys (for pouring and playing)
• Bible (John 4:14)
• Towels
Introduction
Explain that water is essential for life and is a special gift from God that helps all living things grow and thrive.
Water play activity
Set up tubs or containers filled with water.
Provide sponges, cups, and small toys for pouring and playing with the water.
Let children explore how water can be used in different ways.
Discussion
Read John 4:14 aloud, explaining that Jesus offers us living water that gives us eternal life and how water supports our physical life as well. Talk about how water helps plants, animals, and people.
Drawing
Have children draw a picture of something that uses water, like a river, ocean, or plant.
Ask them to think about how water is important in their lives and how it shows God’s care.
Reflection
Discuss how water is a blessing from God and how it helps all parts of creation.
Encourage children to share their favourite things to do with water and how they think it shows God’s love.
HOW CAN THE SCIENTIFIC METHOD HELP YOU TO UNDERTAKE SPIRITUAL REFLECTION?
UPPER PRIMARY
1. Deep listening
Watch Miriam-Rose Ungunmerr-Bauman’s Dadirri film.
Background: Dadirri: Deep listening
2. Watch
Scientific Method for Kids | Learn all about the Scientific Method Steps by Learn Bright
Alternative video:
The Steps of the Scientific Method for Kids - Science for Children: FreeSchool
3. Making connections
What is scientific Observation? Compare Dadirri to scientific observation in a Venn diagram. What is different? What is the same?
4. Observing the building of a labyrinth
Watch this time-lapse video of the Half Moon Bay Labyrinth re-building.
Use your powers of observation to make understand the process of re-building the labyrinth, reflect on the process of building a labyrinth and to form an opinion on the vaue of labyrinths in the community. Why do you think this group made the effort to re-build the labyrinth?
‘A labyrinth is a patterned path to a centre, intended to promote tranquillity rather than frustration’. (Source: Coastside slacking blog)
Alternative video:
Beach Labyrinth Walk in Half Moon Bay
5. What is a labyrinth?
There is a labyrinth at Campion, the Ignatian spirituality centre at Kew in Melbourne.
You can find pictures of it here (scroll down),
The explanation that accompanies the pictures of the labyrinth is as follows:
‘A labyrinth is an ancient symbol symbolising wholeness. Walking the labyrinth enables you to quieten your mind through contemplation and prayer. Begin on the outside and weave your way inwards, while reflecting on each step and turn, as you trace the ‘Way of Ignatius’.’
Question: What do you think this labyrinth is used for and why?
6. Research
• Go to the ‘Labyrinth locator’ and find out if there are any labyrinths near you. Consider taking a class field trip to visit the labyrinth. What will you do when you get there and why? https://labyrinthlocator.org/
• Take a virtual labyrinth walk.
Virtual Labyrinth Walk // Holy Week 2022 by Joseph McBrayer
• Go to the Labyrinth Society webpage and find out more about labyrinths.
Learn about labyrinths
Types of labyrinths
Sacred geometry and labyrinths
• Watch: Inside the ancient practice of labyrinth walking by Today
Why do you think it was easier for Harry Smith to walk through the labyrinth the second time? What was different between the first and second labyrinth?
The labyrinth project: a walking meditation by Holy Trinity LG
Do labyrinths have to be permanent structures? Why/Why not?
• Watch: How I use a handheld labyrinth for meditation, prayer and stress reduction
• Watch Labyrinth and its History: A brief overview by George Jacinto
7. Creating your own nature walk labyrinth
Observe and reflect on the beauty and complexity of creation as a sign of God’s love through the creation of a personalised nature walk labyrinth. This exercise encourages students to engage deeply with nature and creatively express their understanding of how God’s love is evident in the natural world.
Materials
• Large sheets of paper or poster boards
• Markers, coloured pencils, or crayons
• Rulers (optional)
• Notebooks or journals
• Pens or pencils
Resources
• Directions to make a labyrinth by the Labyrinth Society
• Activities for kids by the Labyrinth Society
Introduction and nature walk
Begin by discussing the idea of a labyrinth as a journey of reflection and discovery.
Take students on a nature walk around the school grounds or a nearby park.
Encourage them to observe their surroundings closely, focusing on details such as plants, animals, the sky, and any other natural features that stand out.
Creating the labyrinth
After the walk, each student will create their own nature walk labyrinth on a large sheet of paper or poster board.
Steps to create the labyrinth
• Design the path: Draw a labyrinth path that represents their journey through nature. This can be a simple spiral or more intricate with multiple paths and turns. Use rulers if needed to ; create neat lines, but encourage creativity in the design.
• Incorporate observationsAs students design their labyrinth, they should include elements they observed during the walk. For example, if they saw a beautiful flower or a particular tree, they can draw these elements along the path of their labyrinth. Add labels or small descriptions to these elements to note their significance or how they reflect God’s love.
• Reflective markers: Include reflective markers or symbols along the labyrinth that represent moments of insight or beauty they experienced. For instance, a heart symbol could signify something that made them feel close to God.
• Colour and detail: Use markers, coloured pencils, or crayons to add colour and detail to the labyrinth, making it visually engaging and meaningful.
Reflection and discussion
• Once the labyrinths are completed, have students write a brief reflection in their notebooks about their design choices and how each part of their labyrinth reflects God’s love and care for creation.
• Allow students to share their labyrinths with the class or in small groups. They should explain how their observations from the nature walk influenced their design and what each element represents.
• Class discussion: Discuss the different labyrinths and reflections in class, highlighting how each one demonstrates a unique perspective on God’s love through creation. Emphasise the variety of ways nature can inspire and remind us of divine love and creativity.
Success criteria
• How well did the student incorporate observations and creative elements into their labyrinth design?
• How effectively does the labyrinth reflect the theme of God’s love and care for creation?
• Did the student provide thoughtful reflections on their design and observations?
8. Mindfulness practice and the examen using a finger labyrinth
Try out one of these mindfulness finger labyrinths from Elsa Support during your regular mindfulness and meditation session. How did you find it?
Take it one step further by incorporating the Ignatian Examen into your finger meditation. Teachers may find this video on ‘The Examen for Children’ by Loyola Press helpful in executing the activity.
How did this experience of prayer and reflection differ to simple mindfulness? Which did you prefer and why? What are the advantages of incorporating prayerfulness and reflection into mindful spaces?
GOD SHOWS HIS LOVE THROUGH CREATION
LOWER SECONDARY
1. Pre-reading vocabulary building
Match the word to the meaning.
Word list: Cosmology, wavelength, particles, scattering, quantised, supernovas, sophia, dispersion.
– The study of the origin and development of the universe.
– The distance between successive peaks of a wave.
– Small units of matter.
– The process by which light is spread out or redirected.
– Divided into discrete units or packets.
– Explosions of dying stars.
– A term sometimes used to describe divine wisdom.
– The separation of light into its component colours.
2. Read
Read ‘Blue sky thinking’, where Alice Carwardine writes that science helps us understand the nature of God’s love.
Some of the concepts in this article are a bit tricky. One way to approach complex reading matter is to read the article twice, once as a whole group, then individually. Students can keep a list of words they don’t understand and questions they need answered as they read. The teacher can address them after the reading session and the class can make a glossary of the words that they identify as being hard to understand while they are reading. When it is time to complete the after-reading questions, a jig-saw exercise will help students access meaning. Students put into random home groups and expert groups. The expert groups are each given a question to answer and they take their learnings back to the home group to help students answer that particular question. At the end of the session, the teacher can review the answers with the whole group and by this time, students should have had an opportunity to access meaning more than once in more than one way.
Answer the following questions:
• What is the main topic of Alice Carwardine’s article?
• According to the article, why does the sky appear blue?
• What did early scientists like Planck, Bohr and Rutherford discover about atoms?
• How does Alice Carwardine relate the concept of cosmology to God’s love?
• What role does the article suggest science plays in understanding God’s nature?
• What biblical reference does the article use to emphasise the concept of wisdom?
• Explain the process of dispersion as described in the article.
• What does Alice Carwardine mean when she says, ‘You are the universe in the state of a human’?
3. Creation class collage
Reflect on different aspects of creation and how they reveal God’s love.
Materials
• Magazines or printed images of nature, animals, people, and landscapes
• Scissors
• Glue
• Large sheet of paper or poster board
• Markers or coloured pencils
Instructions
• Discuss with the students how different elements of creation (eg, the sky, animals, plants, and humans) reflect God’s love.
• Ask students to select images that represent various meaningful aspects of creation.
• Have them create a collage by arranging and gluing the images onto the poster board.
• Once completed, students should write a brief explanation or prayer on the poster, describing how each element of their collage reflects God’s love.
• Discussion: Have students share their collages with the class and explain their choices. Discuss how the different elements of creation show God’s love and care for the world.
4. Scripture and science connection
Connect scientific understanding of creation with biblical teachings about God’s love.
Materials
• Bibles or printed scripture passages
• Scientific facts or diagrams related to creation (eg, the solar system, ecosystems)
Instructions
• Provide students with a scripture passage that speaks about God’s creation (eg, Genesis 1:1-31, Psalm 104:1-35).
• Pair each passage with a scientific fact or diagram related to creation.
• Have students work in pairs to create a presentation or poster that connects the scripture passage with the scientific fact, explaining how both demonstrate God’s love for creation.
• Discussion: Each pair presents their work to the class, discussing how scripture and science both reveal aspects of God’s love and care for the world.
5. Creation prayer tree
Create a visual representation of prayers of thanks for different aspects of creation.
Materials
• Large sheet of paper or bulletin board
• Construction paper
• Scissors
• Glue or tape
• Markers
Instructions
• Draw or outline a large tree on the paper or bulletin board.
• Cut out leaf shapes from the construction paper.
• Have students write a short prayer or statement of thanks on each leaf, focusing on a specific aspect of creation (eg, the beauty of flowers, the wonder of animals, the vastness of the sky).
• Attach the leaves to the tree to create a ‘Creation Prayer Tree.’
• Discussion: Discuss the different prayers and statements, emphasising how each one expresses gratitude for God’s love as seen in creation.
6. Writing exercise: ‘God’s love through creation’
Help students articulate their understanding of how God’s love is evident in creation through a creative writing exercise. This exercise encourages students to connect their observations of the natural world with their understanding of God’s love, promoting both creative and reflective thinking.
Introduction
Begin with a brief discussion about how creation reflects God’s love. Use examples such as the beauty of a sunset, the complexity of ecosystems, or the intricate details of animals and plants.
Explain that in this exercise, students will write a piece that explores how a particular aspect of creation demonstrates God’s love.
Choosing a focus
Ask students to choose one element of creation they find particularly inspiring or meaningful. This could be anything from a natural phenomenon (like rainbows or mountains) to a specific animal or plant.
Provide a list of possible focuses if needed, such as:
• The changing colours of the leaves in autumn
• The majesty of the ocean
• The intricate patterns of a butterfly’s wings
• The sound of birds singing at dawn
Writing prompt
Students will write a descriptive and reflective piece on how their chosen aspect of creation reflects God’s love. Their writing should address the following questions:
• What is the aspect of creation you have chosen, and what makes it special?
• How does this aspect of creation show God’s love and care for the world?
• How does observing this part of creation make you feel about God’s presence and love?
Encourage students to use vivid descriptions, sensory details, and personal reflections to convey their thoughts. They may choose to write a poem, a descriptive paragraph, or a short essay.
Sharing and reflection
After completing their writings, have students share their work with a partner or small group. They should discuss what they wrote and how their chosen aspect of creation reflects God’s love.
Conclude with a class discussion where students can share highlights from their writings and reflect on the diverse ways creation reveals God’s love.
Example writing prompts
• Poem prompt: ‘Write a poem about the sunrise and how it symbolises God’s love and renewal.’
• Descriptive paragraph prompt: ‘Describe a forest scene in detail, focusing on how the trees, animals, and other elements show God’s care and creativity.’
• Short essay prompt: ‘Explain how the intricate design of a flower demonstrates God’s love. Reflect on how this design inspires you and what it reveals about God’s presence in the world.’
Success criteria
• Ability to describe your chosen aspect of creation vividly and connect it to the theme of God’s love.
• Thoughtful reflections and creativity in writing.
7. Creating a prayer service celebrating God’s love through creation
Design a prayer service that reflects on how God’s love is evident in creation, integrating scripture, prayers, and reflections. This assignment encourages students to think deeply about the theme, use their creativity, and practice public speaking and organisational skills.
Overview
Explain that each student or group will create their own prayer service to celebrate and reflect on how God’s love is evident in creation. The prayer service should be engaging and include various elements to encourage reflection and worship.
Components to include
• Opening hymn or song: Choose or write a hymn or song that celebrates creation and God’s love. The hymn or song should set the tone for the prayer service and help participants focus on the theme.
• Scripture readings: Select one or two scripture passages that speak about creation and God’s love. Examples might include:
– Genesis 1:1-31 (The creation of the world)
– Psalm 104:1-35 (Praise for God’s creation)
– Proverbs 8:22-31 (Wisdom’s role in creation)
Include a brief explanation or reflection on how these passages relate to the theme of God’s love in creation.
• Reflection or meditation: Write a reflection or meditation that connects the selected scripture passages to the theme. This can be a short homily or a guided meditation that encourages participants to think deeply about how creation reveals God’s love.
• Prayers of intercession: Prepare a series of intercessory prayers that focus on different aspects of creation. For example:
– Prayers for the environment and its protection
– Prayers of gratitude for the beauty and complexity of creation
– Prayers for people who work to care for the earth
Encourage students to include specific intentions and ask for God’s guidance and blessings.
• Creative element: Incorporate a creative element to enhance the prayer service. This could be:
– A visual display, such as a slideshow or images of nature, accompanied by a prayer or hymn.
– A symbolic activity, like lighting candles to represent different aspects of creation.
– A craft or project related to the theme (eg, making a ‘Creation Prayer Tree’ with leaves that include prayer requests).
• Closing hymn or song: Choose or create a hymn or song that concludes the service and reinforces the theme of God’s love in creation. This should help participants end the service on a reflective and uplifting note.
Preparation
Students should organise their prayer service components into a coherent order and plan how they will present each part. They can use notes, visual aids, or printed materials to support their presentation.
Presentation
Have each student or group present their prayer service to the class or a small group. They should explain the purpose of each component and how it connects to the theme of God’s love through creation.
Reflection and feedback
After all presentations, hold a discussion where students can reflect on what they learned from each other’s services. Provide feedback on how effectively the services conveyed the theme and engaged participants.
Success criteria
• Creativity and relevance: How well did the service incorporate creative elements that reflect the theme of God’s love in creation?
• Scripture integration: How effectively did the chosen scripture passages and reflections connect to the theme?
• Engagement: Did the service actively engage participants and encourage reflection on God’s love?
• Organisation and presentation: Was the service well-organised and clearly presented?
EXPLORING THE INTERSECTION OF CATHOLIC BELIEFS AND SCIENTIFIC INQUIRY
UPPER SECONDARY
1. Watch
Introduce students to the Vatican observatory
Faith inspiring science – Vatican Observatory || Jesuits at the Frontiers
Alternatives:
Vaticano - 2021-08-01 - Inside the Vatican Observatory - Where Science Meets Faith by EWTN (longer)
Vatican Observatory in 6 minutes by Vatican Observatory
PBS Media Meet: Vatican Science
Galileo’s Sons: A rare behind-the-scenes look at the Vatican Observatory, and the cosmological questions tackled by the Jesuit astronomers there.
Documentary: Galileo’s Sons
Watch on Vimeo (speak to your school librarian about how to view)
2. Infographic creation
Have students create infographics summarising key points about the Vatican Observatory or the relationship between faith and science. This activity helps them visualise and synthesise information.
3.Pre-reading vocabulary building
Match the word to the meaning.
Word list: astronomer, observatory, lab, telescope, data, communicate, eugenics, anti-clerical, affiliation, Laudato si’.
Definitions:
- A scientist who studies celestial bodies such as stars, planets, and galaxies.
- A facility or location equipped for observing astronomical events and phenomena.
- Short for laboratory, a place where scientific research and experiments are conducted.
- An instrument used to observe distant objects by collecting and magnifying light.
- Facts or information collected for analysis.
- To share or exchange information or ideas with others.
- A controversial and outdated belief in improving the human race through selective breeding.
- Opposing the influence or power of the clergy or religious institutions.
- The state of being connected to a particular group or cause.
- An encyclical written by Pope Francis focusing on the environment and human care for creation.
4. Read
Read the article ‘Star Struck’. Vatican astronomer Brother Guy Consolmagno was interviewed for a podcast for Australian Catholics during a visit to Australia. In the wide-ranging interview with Deborah Kent, Brother Guy spoke about science and faith.
After reading, answer the following questions:
• What is Brother Guy Consolmagno’s role at the Vatican Observatory?
• Why does Brother Guy believe it is important to learn how to write well as a scientist?
• How does Brother Guy view the relationship between faith and science?
• What historical misconceptions does Brother Guy address in the interview?
• Who does Brother Guy name as an inspirational figure in science, and why?
• What message does Brother Guy suggest for a billboard, and what does it mean?
5. Introduction to research skills
• Workshop on research methods: Teach students how to effectively use academic databases, evaluate sources for credibility, and organise research. Include practical exercises on finding and citing reliable sources.
• Source analysis exercise: Provide students with a mix of primary and secondary sources related to Catholicism and science. Have them practise evaluating the reliability and relevance of each source.
• Incorporating scripture, Catholic documents, papal documents, and the work of saints can provide valuable context and support for the assignment. Here are some relevant resources students could explore:
Scripture
• Genesis 1:1-31: The creation narrative provides a foundation for understanding Catholic views on creation and the natural world.
• Wisdom 13:1-9: This passage discusses how people can learn about God through creation, highlighting the relationship between faith and the natural world.
Catholic documents
• Catechism of the Catholic Church
Paragraph 159: Addresses the relationship between faith and reason.
Paragraph 283: Talks about the importance of studying the natural world and how it relates to faith.
• Dei Verbum (Dogmatic Constitution on Divine Revelation): This Vatican II document discusses how scripture and tradition together contribute to understanding divine revelation.
• Gaudium et Spes (Pastoral Constitution on the Church in the Modern World): This Vatican II document touches on the Church’s engagement with the modern world, including science and technology.
Papal documents
• Laudato si’ (Pope Francis, 2015): This encyclical focuses on environmental stewardship and the relationship between humans, nature, and faith. It highlights how caring for creation is a reflection of our faith.
• Fides et Ratio (Pope John Paul II, 1998): This encyclical explores the relationship between faith and reason, emphasising that they complement each other.
• Humani Generis (Pope Pius XII, 1950): This encyclical addresses the relationship between Catholic doctrine and scientific research, particularly evolution.
Work of saints
• St Augustine of Hippo: Confessions - St Augustine’s reflections on creation and the nature of God can offer insights into historical Catholic thought on the relationship between faith and reason.
• St Thomas Aquinas: Summa Theologica - Aquinas’ work provides a comprehensive overview of how faith and reason interact. Specific sections on the nature of God and creation could be particularly relevant.
• St Albert the Great: Known for his contributions to science and philosophy, his writings reflect the integration of faith and scientific inquiry.
• St Francis of Assisi: His ‘Canticle of the Sun’ celebrates creation and could be used to reflect on the Catholic understanding of the natural world as a reflection of God’s glory.
Additional resources
• Vatican website: Provides access to official documents, including encyclicals and decrees.
• Catholic Encyclopedia: Offers historical and doctrinal context on various topics related to faith and science.
• Online Biblical Resources: Websites like the United States Conference of Catholic Bishops (USCCB) or Bible Gateway (select NRSVCE) offer searchable Bible texts and commentaries.
N.B. It may be a good idea to conduct this activity as a jigsaw exercise, where expert groups each analyse a document (making a list of useful quotes and observations) and then return to their home groups and report back on their findings.
6. Research assignment: exploring the relationship between faith and science in catholic tradition
Investigate how Catholic beliefs and traditions intersect with scientific inquiry, and to understand the role of institutions like the Vatican Observatory in this relationship. The assignment will culminate in an essay that reflects on these intersections, drawing from the example of Brother Guy Consolmagno’s work and other relevant sources.
This assignment aims to deepen your understanding of how Catholic beliefs and scientific inquiry can coexist and enrich each other, and to develop your skills in research, analysis, and academic writing.
Reflective journals
Ask students to keep a journal where they reflect on their research process, the challenges they face, and how their understanding of the relationship between faith and science evolves.
Research phase
• Topic selection: Choose one of the following topics related to the relationship between Catholicism and science:
- The role of the Vatican Observatory in the Catholic Church’s support for science.
- Historical misconceptions about the Church’s opposition to science, such as the Galileo affair.
- The impact of faith on scientific motivation and inquiry, using Brother Guy Consolmagno’s perspective.
- The influence of Pope Francis and Laudato si’ on modern Catholic perspectives on science and the environment.
• Research tasks:
- Primary source analysis: Read the provided article ‘Star struck’ about Brother Guy Consolmagno.
- Secondary sources: Find additional scholarly articles, books, or reliable online resources that provide context on your chosen topic. Look for information about the Vatican Observatory, historical Church-science relations, and recent papal teachings.
- Interviews and Surveys (Optional): Conduct brief interviews or surveys with experts, professors, or peers who have insights into the Catholic faith and science.
Preparation phase
• Outline creation: Develop an outline for your essay. Your outline should include:
- Introduction: Briefly introduce your topic and state your thesis.
- Background Information: Provide context on the relationship between faith and science, and include relevant historical or institutional details.
- Analysis: Explore how the Catholic Church integrates faith with scientific work, using your chosen topic as a case study.
- Discussion: Reflect on the impact of faith on scientific endeavours and how the Church addresses historical misconceptions.
- Conclusion: Summarise your findings and offer insights on the current and future relationship between faith and science.
Connecting theory to practice
• Research proposal exercise: Have students write a brief research proposal outlining their topic, research questions, and the sources they plan to use. This will help them organise their thoughts and approach their essays systematically.
Essay writing
• Introduction: Introduce the topic, explain its significance, and present your thesis statement.
• Background Information: Provide a detailed background on the Vatican Observatory, historical misconceptions about Church-science relations, or other relevant context.
• Analysis: Discuss the integration of faith and science, drawing from Brother Guy Consolmagno’s views and your research. Address any historical misconceptions and their impact on the Church’s scientific engagement.
• Discussion: Reflect on how Catholic teachings and traditions influence scientific inquiry and the role of contemporary figures like Pope Francis in shaping this relationship.
• Conclusion: Summarise your key points and discuss the implications for the future of faith and science.
Developing writing and analytical skills
• Essay writing workshop: Conduct a workshop focused on writing skills, including thesis development, argument structuring, and incorporating evidence from research. Use sample essays for analysis and critique.
• Peer review activity: Have students draft outlines or sections of their essays and participate in peer review sessions. This allows them to receive feedback and refine their arguments.
Success criteria
• Research depth: Quality and relevance of research sources and information.
• Argumentation: Clarity and strength of your thesis and arguments.
• Integration of sources: Effective use of primary and secondary sources to support your analysis.
• Writing quality: Coherence, organisation, and clarity of your writing.
• Adherence to guidelines: Compliance with formatting and length requirements.