Religion Curriculum Inquiry Unit

School:

YEAR LEVEL: Five Term: Year: 2019

Notes for this ResourceThis resource is intended as a unit of work. As always, you are expected to engage with the suggestions this resource contains, make choices and adapt and apply the activities to suit your own school situation.

There are a number of activities listed in this unit for students in year 5. Teachers are invited to talk with their colleagues to choose which activities are most appropriate for your particular students.

In determining the content to teach you must first decide on the Achievement Standard you wish to demonstrate and choose teaching and learning activities that will teach the content required for achievement of the Standard.

When time is limited, your guiding principle is, as it is with all good education, less content, taught more richly and deeply.

Quantity should never supersede quality1.

1 Dr Margaret Carswell

Catholic Education – Diocese of Rockhampton

Year Level: Five Term: Year: 2019

Inquiry / Wondering Questions:

What does the word Eucharist mean? Where Jesus is in the Eucharist? Can I meet Jesus in the Eucharist?

Strands: Beliefs Sacraments Morality PrayerKey Inquiry Questions:Can I describe the different parts of the Mass? What do I know about the Eucharist? 

I Wonder:I wonder about the different Rites in the Mass. I wonder about the word Eucharist.I wonder where Jesus is in the Eucharist.

Knowledge & Understanding…

The Mass is at the heart of the Catholic Community. It expresses our loving relationship with God and helps Christians to live like Jesus. 

In the Introductory Rites, the community gathers. ccc1348In the Liturgy of the Word, the Word of God is proclaimed. ccc1349In the Liturgy of the Eucharist, the community share the bread and wine – the body and blood of Jesus. ccc1378In the Concluding Rite the community is sent forth to bring the life of Jesus to others.

Jesus is present when we celebrate the Eucharist -The word Eucharist means 'Thanksgiving'

Skills…

Identify the four main parts of the Mass and describe the participation of the congregation in each part of the mass: Introductory Rites (gathering)Liturgy of the Word (listening and responding)Liturgy of the Eucharist (receiving)Concluding Rites (going out to love and serve one another)

Identify the symbols, words and actions of the priest during the Liturgy of the Eucharist and the liturgical items used.

Students explain the ways that Jesus is present in the Eucharist:

• in the community which has assembled for worship;• in the Priest who presides in His name;• in the Word which is proclaimed;• and in the bread and wine

Scripture that will be a focus: The Institution of the Lord’s Supper Luke 22:13-20

Catholic Education – Diocese of Rockhampton

13 So they went and found everything as he had told them; and they prepared the Passover meal.

14 When the hour came, he took his place at the table, and the apostles with him. 15 He said to them, “I have eagerly desired to eat this Passover with you before I suffer; 16 for I tell you, I will not eat it until it is fulfilled in the kingdom of God.” 17 Then he took a cup, and after giving thanks he said, “Take this and divide it among yourselves; 18 for I tell you that from now on I will not drink of the fruit of the vine until the kingdom of God comes.” 19 Then he took a loaf of bread, and when he had given thanks, he broke it and gave it to them, saying, “This is my body, which is given for you. Do this in remembrance of me.” 20 And he did the same with the cup after supper, saying, “This cup that is poured out for you is the new covenant in my blood.

New Revised Standard Version (NRSV) copyright © 1993 the Division of Christian Education

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13 They went off and found everything just as Jesus had told them, and they prepared the Passover meal.

14 When the hour came, Jesus took his place at the table with the apostles. 15 He said to them, “I have wanted so much to eat this Passover meal with you before I suffer! 16 For I tell you, I will never eat it until it is given its full meaning in the Kingdom of God.”

17 Then Jesus took a cup, gave thanks to God, and said, “Take this and share it among yourselves. 18 I tell you that from now on I will not drink this wine until the Kingdom of God comes.”

19 Then he took a piece of bread, gave thanks to God, broke it, and gave it to them, saying, “This is my body, which is given for you. Do this in memory of me.” 20 In the same way, he gave them the cup after the supper, saying, “This cup is God's new covenant sealed with my blood, which is poured out for you.

Good News Translation (GNT) Copyright © 1992 by American Bible Society

Catholic Education – Diocese of Rockhampton

Scripture that could be a focus: Mark 14:22-24

22 While they were eating, he took a loaf of bread, and after blessing it he broke it, gave it to them, and said, “Take; this is my body.” 23 Then he took a cup, and after giving thanks he gave it to them, and all of them drank from it. 24 He said to them, “This is my blood of the covenant, which is poured out for many.

New Revised Standard Version Catholic Edition (NRSVCE) Copyright © 1993 the Division of Christian Education

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2 While they were eating, Jesus took a piece of bread, gave a prayer of thanks, broke it, and gave it to his disciples. “Take it,” he said, “this is my body.”

23 Then he took a cup, gave thanks to God, and handed it to them; and they all drank from it. 24 Jesus said, “This is my blood which is poured out for many, my blood which seals God's covenant.

Good News Translation (GNT) Copyright © 1992 by American Bible Society

World behind the Text

Who wrote the text? When was it written? Who was the audience of the text? What do you know of the cultural, historical and

political context of the author? What do you know of the cultural, historical and

political context of the time?

Where did this take place?

World of the text

What type of writing is this? What comes before and after this text? Who are the characters in the text? Who speaks and who is silenced? What happens in the text? What words are interesting, new or difficult and

need explaining?

World in Front of the Text

What meaning does this text have for my life today? How might people of different genders and cultures

interpret this text today? How could this text be used in prayer? What life experiences help me to better understand

this text?

What aspects of this text might not be relevant to our lives and time?

Catholic Education – Diocese of Rockhampton

Assessment PlanBy the end of Year Five, students identify and demonstrate ways of being reconciling with others and the world. Students read, recall and wonder about key healing miracles and how Jesus responded to people in need in first century Palestine. Students examine the Bible and identify Biblical texts such as narratives, parables and miracles. They locate the lands of the Bible and name some significant geographical locations in Jesus’ time. Students recognise aspects of Marian spirituality through liturgical feast days, Marian prayers and images.

By the end of Year Five, students identify and describe the four main parts of the Mass. They are aware of the 12 key moments in the celebration of the Eucharist. Students examine ways Jesus is present in the Eucharist.

By the end of Year Five, students use a variety of tools and techniques to explore and communicate how Jesus gives us the Beatitudes as a guide to service and justice. They research ways the Church and its organisations reach out to others with justice e.g. Catholic Earthcare, Caritas, Children’s Mission, the St Vincent de Paul Society.

By the end of Year Five, students can understand and say, in unison and individually, a number of traditional prayers including The Confiteor, Apostles’ Creed and a decade of the Luminous mysteries of the rosary. Students engage in and experience various forms of meditation. They prayerfully and creatively respond to God through art, poetry, movement, word, and silence.

Type of Assessment

Description Possible Sources of Evidence

Assessment forLearning

Evidence of prior knowledge and understanding Journal KWL

AssessmentofLearning

Describe Jesus’ presence in the Eucharist. Students need to identify and explain the four ways in which Christ is present in the Eucharist: the Scripture, the Priest, the Bread and Wine, the Assembly.

Written ExplanationInfographic or Poster

AssessmentasLearning

Students need to convey their understanding of the four main components of the Mass.1. We gather2. We listen3. We give thanks4. We goStudents need to refer to prayer, celebrating faith, being nourished and challenged to go and live as Jesus would.

Book CreatorPowerPoint PresentationAnnotated Freeze Frame ImagesClaymationBrochure

Catholic Education – Diocese of Rockhampton

Learning and Teaching Sequence

No Activity/Experience/Differentiation Resources/ICLTs Assessment

1 Mass JournalsPresent each student with a Mass Journal (approximately 30 pages). This journal will be a place where the students can record their thoughts, reflections and observations. Entries into the journal could include word walls, paragraph reflections, drawings, collages, photographs, interview notes etc. Students are invited to personalise their journal.

Students to complete the KWL strategy. K stands for Know (What do I already know about this topic?) W stands for Will or Want (What do I think I will learn about this topic?

What do I want to know about this topic?) L stands for Learned

What have I learned about this topic?

Class set of small exercise books

A-Z Learning Strategies p. 71

Assessment for Learning Review the KWL strategy that each student has completed to assist in tailoring the lessons in the unit to the needs and interests of the learners.

2 When have I been to Mass?In their Mass journal students to recall times that they have been to Mass. Students to use the prompts: who, what, when, where, why to organise their thinking. Students to also make reference to their senses. What did they see, hear, taste and feel.

Students to also include drawings of items used during the mass. These can prompt a lesson on sacred objects and symbols.

Students to also include any phrases they can remember such as “the body of Christ”.

Students may be invited to share as a whole class what they remember or have experienced.

You might have a Religion display area in your classroom. As questions arise, record them and display them. As the children’s understanding of Eucharist grows invite the students to answer the questions. Some questions may be difficult to answer and you may need to invite a guest speaker in to answer the questions (parish priest / APRE).

A-Z Learning Strategies p. 144

Assessment for Learning

Catholic Education – Diocese of Rockhampton

3 What is The Purpose of the Mass?

The Mass is a time when we pray through words, actions and gestures. The Mass is a time when we share and celebrate our faith in Jesus. The Mass is a time to share and to be nourished by God’s gifts. The Mass challenges us to go out and live as Jesus would. (further development rom year four

unit)

4 Scripture: Luke 22:13-20Prepare to read/listen to the account about Jesus and the Last Supper.

There are some questions that might help you and your students as you focus on the text. There are many responses that could be added. See teacher background information for responses Who wrote the text? Who is the author? When was the text written?

Bible

5 Where does the text take place?

Maps of the Holy Land

You can find simple maps on this website that you could share on an interactive whiteboard http://www.kidsbiblemaps.com/bibleplaces.html

Catholic Education – Diocese of Rockhampton

Teacher Background - The Gospel according to Luke The author is a certain Luke, whom patristic writers identify as a companion of Paul. The texts that Luke wrote indicate that he was a highly educated person, influential in the early church and aware of geography and history.

The date widely favoured at which Luke’s Gospel was written is around A.D. 80.

He is writing a narrative with features like characters, setting and plot, so that it is important to read and follow the story through introduction, conflict, climax and resolution. He is a gifted storyteller and relates events in sequence. The development of the plot itself has a persuasive force. We must seek Luke’s meaning through the movement of the story. It is of primary importance to locate where something occurs in Luke’s narrative.

Luke’s readers were Greek-speaking and sufficiently acquainted with scriptural traditions to grasp many of his allusions. They were also Christian and Gentiles. His use of Greek is among the finest in the New Testament and he is well versed in Greco-Roman literary style.

Catholic Education – Diocese of Rockhampton

Jerusalem is the central to many important events in the Bible. The city of Jerusalem is situated on the edge of one of the highest tablelands in Israel, south of the centre of the country, about thirty-seven miles east of the Mediterranean Sea and about twenty-four miles west of the Jordan River. Jerusalem is held in high regard by all three major world religions: Judaism, Christianity, and Islam. Jews consider the Temple Mount to be the holiest place on earth; it is the third holiest Islamic site. Christians value Jerusalem as the site of much of Jesus’ ministry, the place where He was crucified and rose again, and the church’s birthplace (Acts 2).  https://www.gotquestions.org/city-of-Jerusalem.html

6 Who are the characters in the text? The apostles and Jesus

Catholic Education – Diocese of Rockhampton

Disciples and ApostlesIn the time of Jesus it was common for a teacher (Rabbi) to gather a group of students (disciples) around him so they could learn from him and come to follow his way of thinking. In the Gospels we read that John the Baptist had disciples and, of course, so did Jesus. We are not sure how many disciples Jesus had. Luke 10:1 mentions 72 disciples being sent out in pairs, so we can guess that maybe there were about that number, perhaps a few more. 

The Gospel of Mark gives us a good picture of what being a disciple of Jesus meant. A disciple was someone who followed Jesus’ way of life, who gave selflessly and who was prepared to serve others. Jesus sometimes criticised his disciples for not understanding him and at other times he praised them. Sometimes the disciples are named; Simon, Andrew, James and John (Mk 1:16ff), Levi (Mk 2:14ff) and Mary Magdalene (Mk 15:40ff) for example. Sometimes though they are anonymous figures whose names have been lost; Simon's mother in law (Mk 1:31ff), the centurion (Mk 15:39ff), the woman of Bethany (Mk 14:3-9) and the poor widow (Mk 12:41-44).So, simply, a disciple is the student of Jesus whose words and actions indicate their commitment to him.

Sometimes the gospel writers talk about the ‘disciples’ and at other times they speak about ‘The Twelve’. The Twelve were a group of 12 men among the bigger group of disciples. The Twelve carried important symbolism as they represented the twelve tribes of Israel. The list of who made up The Twelve is not clear (compare Mk 3:13-19, Mt 10:1-4 and Lk 6:12-16) so we think that by 60 CE the memory of most of them had faded and they were just 'names in lists'. With the exception of Matthias, who was elected to take the place of Judas Iscariot to keep the number at twelve for the coming of the spirit, The Twelve were not replaced after their deaths. They were 'once for all'. Within The Twelve, Peter, James and John form a special group. They are present for ‘private’ teaching; at the transfiguration (Mk 9:2-8), in Gethsemane (Mk 14:32-42) and on two other occasions Jesus spends time with them alone. (Mk 5:37 and Ch.13)

Luke sometimes calls The Twelve ‘apostles’. Watch out for when he does that but remember it’s the same group Mark and Matthew call The Twelve.

http://www.thebibledoctor.com/d.html

7 Interpretive Insights from the Text

Opportunity for reflection. Invite the children to reflect on the following questions in their Mass Journals:- Where have I heard “took, gave thanks, broke and gave” in that order before?- What is the significance of “giving thanks?”- What other memorial events have you been involved in? (Anzac day / remembrance day for

example). Is there are sequence of events or a ritual involved in these memorials?- What does the Lord’s Supper commemorate for Christians?

Mass Journals Assessment as Learning

8 Use the Three Keys to pose the following questions:

What is Luke trying to say about ● Jesus● people● an ideal world

Mass Journals

9 Video Version of “The Lord’s Supper”

The Lumo Gospel of Luke provides very authentic images and an Aremenian “Jesus” who does not speak in English, instead a narrator provides the text. Watch the clip until the 1:37 mark.https://www.youtube.com/watch?v=QLZMTmmRNWA

Invite the students to watch the clip initially and then to look frame by frame and make observations about the portrayal of this portion of scripture. Note at the 17 second mark a woman sitting to the right of Jesus for example. This portion of scripture also mentions that Jesus “gave thanks” for both the bread and the wine. What might Jesus have said when he “gave thanks”? Notice that the bread was wrapped in a cloth. What could the significance of the cloth be?

Mass Journals

10 The Lord’s Supper – The Eucharist – A part of the Mass

Make contact with your parish priest and enquire if it would be possible for the class to join him for a parish mass and a question and answer session following the Mass. Explain to the priest that the students are learning about the four main parts of the Mass (We gather, we listen, we give thanks, we

ChurchParish PriestMass Journal

Catholic Education – Diocese of Rockhampton

go) and how we can carry these ……to the world outside of Mass. The priest (knowing your intention for attending the Mass) may be happy to draw the student’s attention to each main part of the mass. Students to make notes during the question and answer time following the mass. It is also a good opportunity to learn the names of sacred objects and vestments while there.

11 A Closer Look at the Parts of the Mass – We Gather

Another resource that could be used in reading rotations is “What’s New About the Mass” by Maureen Kelly. Chapter one, pages 4-15 cover in detail The Introductory Rites. Key vocabulary is highlighted and attractive pictures are included.

We Celebrate the Eucharist by Margaret Smith. (Big book which is available for purchase from Garratt Publishing

https://www.garrattpublishing.com.au/product/9781925009552/).

This book is also available for purchase from St Paul’s Press for $1.95 a copy.http://www.stpauls.com.au/product/6036

Catholic Education – Diocese of Rockhampton

12 A Closer Look at the Parts of the Mass – We Listen

Pages 5, 5 and 6 in We Celebrate the Eucharist cover each aspect of the Liturgy of the Word.

Chapter two, pages 16-26 cover in detail The Liturgy of the Word. Key vocabulary is highlighted and attractive pictures are included.

We Celebrate the Eucharist by Margaret Smith. (Big book which is available for purchase from Garratt Publishing and is available to be borrowed from the Resource Centre at the Catholic Education Office).

13 A Closer Look at the Parts of the Mass – We Give Thanks We Celebrate the Eucharist by Margaret Smith. (Big book which is available for purchase from Garratt Publishing and is available to be borrowed from the Resource Centre at the

Catholic Education – Diocese of Rockhampton

Pages 7 - 12 in We Celebrate the Eucharist cover each aspect of the Liturgy of the Eucharist.

Chapters three and four, pages 27- 41 cover in detail The Liturgy of the Eucharist. Key vocabulary is highlighted and attractive pictures are included.

Catholic Education Office).

14 A Closer Look at the Parts of the Mass – We Go We Celebrate the Eucharist by Margaret Smith. (Big book which is available for purchase from Garratt Publishing and is available to be borrowed from the

Catholic Education – Diocese of Rockhampton

Chapter five, pages 42-43 cover in detail The Liturgy of the Eucharist.

Leaving the Mass is one of the most important parts of the Mass. When we go, we don’t just leave the building, we go forth to love and to serve others. We have a mission.

Resource Centre at the Catholic Education Office).

15 Together at One Altar

The together at one altar site provides extensive information in relation to the Mass. The following overview can be accessed at the link below.

Catholic Education – Diocese of Rockhampton

http://www.togetheratonealtar.catholic.edu.au/receive/dsp-content.cfm?loadref=39&yr=2

Clicking on each of the hotspots provides additional information. Questions for reflection and discussion are also available on this site.

16 The Mass is a time when Jesus is present with us.

Go to the following link: EXPLORE - the Presences of Christhttp://www.togetheratonealtar.catholic.edu.au/explore/dsp-content.cfm?loadref=30&yr=2

This Learning Object names the four ways in which Christ is present in the Eucharist: the Scripture, the Priest, the Bread and Wine, the Assembly.

Moving over each of the four hot spots in the multimedia elements reveals an explanatory sentence about each of the ways in which Christ is present.

Journals

Catholic Education – Diocese of Rockhampton

Discuss with the students when and where they have seen these four presences and how they think Jesus is present within them.

Discussions Questions: I wonder why Jesus chose to remain with us in the Eucharist, I wonder why Jesus chose the symbols of bread and wine. I wonder why is a meal a perfect gift from Jesus to us. When you visit your church or chapel do you remember that

Christ is present in the tabernacle? When have you felt close to Jesus when you visited a church? Describe the other ways in which Christ is present in the

Eucharist. Describe two people who make Jesus seem real to you.

Invite the students to reflect on one or more of these questions in their Mass Journal.

17 Jesus is Truly Present in the Eucharist

The Catholic church teachers that Jesus, the Risen Christ, is truly present in both the bread and the chalice. Christ makes himself one with us and one with each other. The following video from the Sacramental program developed by Dynamic Catholic may be useful.

https://dynamiccatholic.com/blessed/first-communion/program-view/session-4

The same information is provided in written form by accessing page128 from the following link:https://files.dynamiccatholic.com/home/blessed/first-communion/downloads/Blessed_FirstCommunion_Workbook.pdf

Encourage the students to record information obtained in this lesson about the presence of Jesus in the Eucharist in their Mass journals.

Journals

Catholic Education – Diocese of Rockhampton

18 Assessment Task – Describe Jesus’ presence in the Mass

Students need to identify and explain the four ways in which Christ is present in the Eucharist: the Scripture, the Priest, the Bread and Wine, the Assembly. They might like to communicate this information as a written explanation, perhaps create a puzzle, a poster or an infographic.

Stationery Assessment of Learning

19 What happens in Church each Sunday? Circle of the Holy Eucharist Godly Play

I wonder what part of the Holy Eucharist you like best?I wonder what part is the most important part?I wonder what part is especially for you?I wonder if we could leave anything out and still have everything we need?

The Complete Guide to Godly Play Volume 4 Jerome W. Berryman. Pages 106 – 114. This book is available from the Resource Centre.

20 Differentiation Opportunities (below and above year level expectations)

The worksheets below provide simple activities that promote reflection on Jesus as the Bread of Life.

As all the schools subscribe to Liturgy Help. The worksheets can be edited. Your APRE will be able to download a copy for you to use if you wish.

Liturgy Help Children’s Worksheets located under the theme of the Body of Christ (old site).

Catholic Education – Diocese of Rockhampton

Teacher Background:

What is Transubstantiation? https://www.youtube.com/watch?v=TMSiHGTBdGk

Students might like to extend their learning by researching the history of the Mass.http://www.togetheratonealtar.catholic.edu.au/explore/dsp-landing.cfm?loadref=1

Exploring prayers used during the Mass such as The Confiteor and Apostles’ Creed.http://lordcalls.com/dailyprayer/the-confiteor-i-confesshttp://www.togetheratonealtar.catholic.edu.au/receive/dsp-content.cfm?loadref=78

Creating a list of Sacred Objects and Symbols and where and when they are used in the Mass. http://www.togetheratonealtar.catholic.edu.au/craft/dsp-landing.cfm?loadref=3

This information could be included in the “Understanding the Mass” assessment task.

21 MJR

Making Jesus Real and the Eucharist. Eucharist is food for the journey.

Eucharist and Where is the spirit of Jesus in the Eucharist? Sample lesson ideas can be found at:

http://garrattpublishing.com.au/pdf/MJR-teacher-resources/EucharistResource/SOJ%20Eucharist%20Lesson.pdf

Make Jesus Real p. 87

Spirit of Jesus pages 54 & 55

22 Assessment – Understanding The Mass

Students need to convey their understanding of the four main components of the Mass.1. We gather2. We listen3. We give thanks4. We go

Students might like to choose from the following options to convey their learning: Book CreatorPowerPoint PresentationAnnotated Photographs of Freeze FramesClaymation / Lego scenesBrochure Success criteria to be negotiated as a class and clear expectations communicated.

Encourage students to access the resources utilised throughout the unit.

Assessment as Learning

Catholic Education – Diocese of Rockhampton

23 Let’s Reflect

Students to refer back to the KWL activity that they completed at the start of the unit. Students to reflect on whether their questions have been answered. Take the time to conduct further research if any questions remain.

24 Going to Mass now – has anything changed?

Students to return to the church to experience a Mass. Ask the students to reflect on whether their experience of the Mass is different now that they have a greater understanding of the different components of the Mass. Students to watch the following clip: https://www.youtube.com/watch?v=drnuGBwLkzo Conclude the unit with an open invitation.

Evaluating and Reflecting

As a religion teacher Did I spend time reflecting upon the unit and the significance of its implications for my own life and faith? What did I learn about myself and my relationship with God? Was I able to identify and articulate, for myself, the relationship between life and faith?

Students’ Understanding How well did activities allow students to come to understandings related to the focus of the unit? How well did activities allow students to come to understandings related to the general focus on life within the unit?

Accessibility Were the chosen activities accessible to all students?

Student involvement and interest Were students as fully involved and interested as possible?

Highlights of unit What were the highlights of this unit?

Improvement Can you identify practical ways to improve this unit?

Catholic Education – Diocese of Rockhampton