DRAFT

T H E T R U T H W I L L S E T Y O U F R E E
 Religious Education
Archdiocese of Perth

Me and My Body

Jesus
Pre-Primary
TABLE OF CONTENTS
SECTION ONE
Overview ......................................................................................1

Steps of the Process ....................................................................2

Teacher Reflection........................................................................4

Parent Letter ................................................................................5

SECTION TWO
Teacher Background Material ......................................................9

SECTION THREE
Symbols........................................................................................17

Learning Area Outcomes..............................................................18

Key Understandings
Learning Points ............................................................................19

Program of Work ..........................................................................20

SECTION FOUR
Resource Sheets..........................................................................49

SECTION FIVE
Support Material ..........................................................................61
Children’s Literature ............................................................61
Songs and Music ................................................................61
Teacher Resources ............................................................62
Videos ................................................................................62

Acknowledgements ......................................................................63
Section One

Overview

Steps of the Process

Teacher Reflection

Parent Letter
OVERVIEW
When people think of how amazing are the different parts of
their bodies, and how many exciting things they can enjoy and
learn because of them, they may start to wonder about God the
Creator of their bodies (A1, A2). Many people come to realise
and celebrate that, among the different things that can be
discovered about God the Creator of our bodies, one is that God
loves us (A3).
When followers of Jesus look at how he expressed himself
through his body, they learn that Jesus wants people to use their
bodies in loving ways (B1, B2).
Members of God’s family believe that Jesus was sent to teach
people about God’s love (C1).
Followers of Jesus use their bodies to show love and kindness
towards others (C2).
When people continue to try to use their bodies, in loving ways
as Jesus did, they are living as God wants (C3).

1 Me and My Body
 STEPS OF THE PROCESS

A
WONDERING AT
THE CREATOR
A1 Wondering at experiences of being human
A2 Wondering at the religious meaning of these
experiences
A3 Understanding what these experiences reveal
about God [Attribute]

C
CHRISTIAN RESPONSE
C1 Introductory experiences of Catholic life
C2 The person Christ calls the believer to
become
C3 Continuing to wonder at Christian
possibilities

B
THE PROMISE
OF CHRISTIAN
SALVATION
B1 Christ models the Christian Promise
B2 Christ empowers to live like him

Me and My Body 2
 STEPS OF THE PROCESS
ME AND MY BODY
PRE-PRIMARY

A
WONDERING AT THE CREATOR
OF OUR BODIES
A1 Wondering about our bodies
A2 Wondering at God who created our bodies
A3 Attribute: God loves us

C
CHRISTIAN RESPONSE
C1 Followers of Jesus believe that God sent
Jesus to teach about God’s love
C2 Jesus wants his followers to use their
bodies to express love
C3 Continuing to wonder about our bodies
and how to use them in loving ways as
Jesus did

B
THE PROMISE
OF CHRISTIAN
SALVATION
B1 Jesus used his body
B2 Jesus came to show people how to use their
bodies for good

3 Me and My Body
TEACHER REFLECTION
Created and Loved by God
The word that came to Jeremiah from Yahweh as follows, ‘Get up and make your way down
to the potter’s house, and there I shall tell you what I have to say.’
So I went down to the potter’s house; and there he was, working at the wheel. But the vessel
he was making came out wrong, as may happen with clay when a potter is at work. So he
began again and shaped it into another vessel, as he thought fit. Then the word of Yahweh
came to me as follows, ‘House of Israel, can I not do to you what this potter does? Yahweh
demands. Yes, like clay in the potter’s hand, so you are in mine …’ [Jeremiah 18: 1-6]
God spoke to Jeremiah in the potter’s house, showing him an act of crafting that time
and again could be remodelled and changed to make it better, less flawed. Jeremiah
could see that he was clay in God’s hands, he could be changed for the better by God.
However, unlike clay, he would need to cooperate with God.
Whenever we make something, we put something of ourselves into it. Often we put
in a lot of love and effort. Imagine the love that God put into creating you, as you
are. Imagine the shaping, the moulding and changing. Ask God to help you
appreciate God’s love in creating you.
Is there something in you that God made which goes unnoticed? This part of you,
this talent, is no less important than the most obvious, admired ones.
Welcome the hidden qualities or special talents you have:
• name them
• talk to God about ways you can better use these qualities or talents.
Recognise them and praise God for them.
You may wish to use the following psalm as prayer during this unit.
[Psalm 139:1-6]
Yahweh, you examine me and know me,
you know when I sit, when I rise,
you understand my thoughts from afar.
You watch when I walk or lie down,
you know every detail of my conduct.
A word is not yet on my tongue
before you, Yahweh, know all about it.
You fence me in, behind and in front,
you have laid your hand upon me.
Such amazing knowledge is beyond me,
a height to which I cannot attain.

Me and My Body 4
 PARENT LETTER
(insert school letterhead)

Dear

RE: NEXT RELIGIOUS EDUCATION UNIT TO BE EXPLORED IN PRE-PRIMARY

This Religious Education unit begins with the human experience of having a body. The
children will explore the ways in which they use their bodies to learn, in particular through
the five senses. They will be encouraged to wonder what God, who created their bodies, is
like and be introduced to something that people understand and know about
God – that God loves each of us.
The children will use the Gospel story of Mark 1:35-39 to identify ways in which Jesus used
his body and showed people how to use their bodies for good.
The unit then explores that God sent Jesus to show and teach God’s love, and how followers
of Jesus can use their bodies to show love.
You could help your child during this unit by, for example:
• talking with them about the ways you use your body, especially your senses, to do many
things, for example, taste food, hear people talking, see different things, etc.
• wondering with them what God, who created our bodies with senses, must be like
• exploring different Scripture stories about Jesus and talking about the ways he used his
body to do good, for example, healing and helping others, talking and listening to
others, etc.
• exploring with them the ways they could use their bodies to show love, for example,
helping others, caring for pets, playing with others, etc.
•

Yours sincerely

5 Me and My Body
Section Two

Teacher Background Material

TEACHER BACKGROUND MATERIAL
A WONDERING AT THE CREATOR OF OUR BODIES

Teacher Note
The purpose of this step is to assist the development of children’s religious awareness. It
aims to help them understand the religious meaning of significant experiences – an essential
step for both Evangelisation and New Evangelisation (see Australian Religious Education –
Facing the Challenges).
The children should be provided with opportunities to wonder in A1 and A2. They need to
celebrate (rather than merely understand) the related attribute of God in A3.
The basic questions of the human heart to which the following experiences relate are taken
up further in the Year 8-12 Religious Education units.

A1 Wondering about our bodies

A1

('The human body shares in the dignity of "the image of God"... .' – Catechism 364)

Everyone has a body which is made up of many parts.We can do many things with our bodies.
We can enjoy and learn with our bodies.
Using our hands and feet, we can skip, run, play games, draw and make things. We can also
clap, dance, walk and click our fingers.
Using our voices, we can sing, talk, laugh and make a variety of sounds.
While we can do many things with our bodies, we may sometimes experience difficulty with
some actions, work or play. However, these generally improve with time and practice.
Our bodies have many parts and abilities, including our senses. We have five senses which
help us to learn about our world. The five senses are sight, hearing, touch, taste and smell.
We use our eyes to see all that is around us. We use our ears to listen to people talking, hear
music, and other sounds around us.
The skin on our bodies, including our hands and feet, enables us to feel the materials with
which we work, play and come into contact.
We use our tongues to taste a variety of foods, and decide what we like and do not like.
We use our noses to experience the many pleasant and unpleasant scents and odours that
help us learn about our world.
As we think about our senses and how important each one is to helping us enjoy life, to
learn, to engage in many activities and keep ourselves safe – we realise how wonderful our
senses are.

9 Me and My Body
A2 Wondering at God who created our bodies
A2
('[The human person] is obliged to regard [their] body as good and to hold it in honour since God
has created it and will raise it up on the last day.' – Catechism 364)

Teacher Note
The aim here is to encourage children to wonder. This is an important skill for discovering
God through creation [Catechism 32-33].
What is most important at this stage of each unit is that children be given a ‘wondering’
activity.
To lead them into the wondering activity, children may need to be reminded that wonder is a
gift God created in people so that they could discover God through everything God has
created.
Wonder causes us to stop, to look, to feel, to smell, to listen or to taste so that we might
better enjoy and understand. Wonder leads us to be curious, which can lead us to explore
and to experiment.

When people think of all the different things they can do with their bodies, they can begin
to wonder at God, who created their bodies with all their various parts. God planned how
each body part and sense would work. God created bodies able to move, see, hear, touch,
taste and smell. As people discover more about their bodies and what they can do, they may
ask questions such as:
- I wonder how many different sounds I can hear?
- I wonder if everything has an aroma or smell?
- I wonder how many different sounds I can make with my voice?

Religious Meaning
God has given us the gift of our bodies so that we can come to know more about God,
ourselves, about others and the world in which we live. As we wonder about our bodies, we
may ask, ‘What must God, who created my body, be like?’

Teacher Note
The children will offer a variety of answers to this question. The answers of each should be
valued. Teachers should allow the children time to reflect upon, and respond to, the Wonder
Question in their own ways, before attempting to address the Attribute in A3.
The reflection on the Wonder Question, ‘What must God, who created my body, be like?’
(A2) and the introduction of the Attribute (A3), should not take place on the same day.
What follows in A3 is one Attribute of God, which is the focus for this unit. Units across other
year levels will focus upon other Attributes of God.

Me and My Body 10
A3 Attribute: God loves us
A3

('God...created [the human person] out of love ... .' – Catechism 1604)

Among the many possible answers to the question: ‘What must God, who created my body,
be like?’, one answer is that God loves us. This is one reason why God creates us with a body
– so that we will discover and become close friends with God.
The more that we enjoy the gifts God has created in our bodies, the more we come to see
them as signs of God’s love.
Every movement we can make is a gift from God, every breath, jump, smile, walk, hand
movement or sound we make. Every word we speak, things like touch, sounds we hear, things
we smell, can remind us of the love of God, who gave us the gift of our senses.
God created our bodies able to do these many different things because God knew we would
enjoy them. God gave us the gift of our bodies because God loves us.
How as a class can we celebrate God who loves us?

B THE PROMISE OF CHRISTIAN SALVATION

Teacher Note
From the beginning of his ministry, Jesus proclaimed the arrival, in his own person, of the
Kingdom of God – a new and definitive intervention of the saving power of God’s love on
behalf of his creatures.
In the power of his love, expressed throughout the course of his life, death and resurrection,
Jesus accomplished our salvation.
He:
• freed people of sin and the influence of the evil one
• brought people to share in God’s own divine life
• revealed God’s love and closeness
• modelled how to live in a truly human way in response to that love.
Returning to the Father, Jesus sent his Spirit to help people enter fully into the Kingdom of
God so as to live as he lived. For he had promised to send the gift of the Holy Spirit to his
followers, ‘You will receive power when the Holy Spirit comes to you.’ (cf. Acts 1:8).
Christians experience this power within the Kingdom of God to the extent that they draw
upon the grace of the Risen Lord through the Eucharist, the other sacraments, prayer and
the other ways Jesus taught.
One element of the modelling of Jesus was that he had a body (B1). Jesus came to show
people how to use their bodies (B2).
The purpose of Step B is to show Jesus as the model of truly human behaviour, and then to
focus upon how the world of the children’s experience would be different if all accepted his
promise of the power of his Spirit.

11 Me and My Body
B1 Jesus used his body
('Jesus stretched out his hand and touched [the man covered with a skin disease] saying ... "Be
cleaned." At once the skin disease left him.' – Luke 5:13)
B1
Like all human beings, Jesus had a body with many parts, including senses. Jesus used his
body in many ways. In the Scripture story Mark 1:35-39, for example, Jesus walked to where
he could be alone, used his body to pray, travelled all over Galilee, and taught by speaking in
the synagogues.

Teacher Note
At this level it is appropriate to tell Bible stories. The emphasis will relate to the children’s life
experiences and the Teacher Background Material provided in this unit. This will avoid
developmentally inappropriate theological insights being presented.

B2 Jesus came to show people how to use their bodies for good

(John 13:1; 4-5; 12-15)

B2
Jesus came to show people how to live as God wants. People do this when they try to live like
Jesus. If everyone lived like Jesus, and enjoyed their bodies and used them in loving ways,
there would be more people:
• helping others
• working with others
• talking and listening to others
• playing with others
• caring for the environment, etc.

C CHRISTIAN RESPONSE

Teacher Note
To experience the Christian Promise requires personal Christian conversion [General
Directory for Catechesis 53].
In the words of Jesus, this means people must [Mark 1:15]:

Repent, and believe the gospel.

Religious Education contributes to their New Evangelisation by helping children to

understand what is involved in repenting and believing. Religious Education needs to help
children discover ‘what exactly faith in Jesus Christ is’ [General Directory for Catechesis 75].
The following content introduces Pre-Primary children to:
• followers of Jesus believe that God sent Jesus to teach about God’s love (C1)
• Jesus wants his followers to use their bodies to show love (C2).

Me and My Body 12
C1 Followers of Jesus believe that God sent Jesus to teach about
God’s love

C1 ('This is the revelation of God's love for us that God sent his only son into the world that we
might have life through him.' – 1 John 4:9)

God wants all people to love and care for each other, so God sent Jesus to show and teach
about God’s love and to show people how God wants them to live and to treat others. He
told people to, ‘Love one another as I have loved you’ [John 15:12]. Jesus said this because he
wants all people to be kind and loving.

C2 Jesus wants his followers to use their bodies to express love

C2 ('I have given you an example so that you may copy what I have done for you.' – John 13:15)

People can thank God for the gift of their bodies, and for God’s love, by using their bodies in
ways that express love and kindness towards others.
As people use their bodies in loving ways, they follow Jesus’ teaching to, ‘Love one another as
I have loved you’ [John 15:12].
People can use their bodies to express love when they:
• give a smile or a hug
• help with family chores before and after meals
• help care for the family pet
• make their beds
• help to keep the classroom clean
• talk to others
• invite others to join in games
• take messages
• help someone who is upset.

C3 Continuing to wonder about our bodies and how to use them

in loving ways as Jesus did

C3
('The human person's dignity requires that [they] should glorify God in [their] body.' –
Gaudium et Spes 4)

When people think of how amazing are the different parts of their bodies, and how many
exciting things they can enjoy and learn because of them, they may start to wonder about
God the Creator of our bodies (A1, A2). Many people come to realise and celebrate that,
among the different things that can be discovered about God the Creator of our bodies, one
is that God loves us (A3).
When followers of Jesus look at how he expressed himself through his body, they learn that
Jesus wants people to use their bodies in loving ways (B1, B2).
Members of God’s family believe that Jesus was sent to teach people about God’s love (C1).

13 Me and My Body
 Followers of Jesus use their bodies to show love and kindness towards others (C2).
When people continue to try to use their bodies, in loving ways as Jesus did, they are living
as God wants.

Me and My Body 14
Section Three

Symbols

Learning Area Outcomes

Key Understandings
Learning Points

Program of Work
SYMBOLS

Activity Sheet

Book

Cassette Tape

Compact Disc

Music Bag

Prayer

Resource Sheet

Song

Video

17 Me and My Body
LEARNING AREA OUTCOMES

1. Students understand that people come to discover God who calls

them through their human experiences of the universe, including
the world around them, and their human heart questionings and
yearnings which can only ever be satisfied by their Creator.

2. Students understand and give expression to their most basic

human heart experiences in light of the Gospel, through study of
their interests, questions, hopes, anxieties, reflections and
judgements.

3. Students understand the content of the Christian message, by

relating it to examples drawn from their experiences.

4. Students understand that God offers salvation through Christ

who models how to live in a truly human way.

5. Students understand that Catholics are empowered to live like

Jesus as they draw on the power of the Spirit and of the Kingdom
through Church, Sacraments, Scripture, prayer and other ways
Jesus taught.

6. Students recognise that every good value, attitude or way of doing

things is a sign of God’s presence and influence within culture.

7. Students know and appreciate the values of Christ and those of

his Gospel as the basis for living out the Christian mission in the
world.

8. Students demonstrate the skills necessary in order to read and

apply Scripture and to participate in Catholic ritual and prayer.

Me and My Body 18
KEY UNDERSTANDINGS
LEARNING POINTS
A WONDERING AT THE CREATOR OF OUR BODIES

A A1 Wondering about our bodies

A1.1 Explores the different ways they can use their bodies.
A1.2 Names ways they can use their senses.

A2 Wondering at God who created our bodies

A2.1 Expresses wonder at God who created their bodies.

A3 Attribute: God loves us

A3.1 Celebrates that God loves them.

B THE PROMISE OF CHRISTIAN SALVATION

B1 Jesus used his body
B1.1 Names some of the ways Jesus used his body.

B2 Jesus came to show people how to use their bodies for good
B B2.1 Names ways people use their bodies for good.

C CHRISTIAN RESPONSE
C1 Followers of Jesus believe that God sent Jesus to teach about God’s
love
C C1.1 States that Jesus told people to love one another.

C2 Jesus wants his followers to use their bodies to express love

C2.1 Identifies ways they can use their bodies to express love.

C3 Continuing to wonder about our bodies and how to use them in loving
ways as Jesus did
C3.1 Reviews and expresses what they have learned throughout the unit.

19 Me and My Body
 Key Understandings Learning Points

A WONDERING AT THE CREATOR OF A1.1 Explores the different ways

OUR BODIES they can use their bodies.
(continued …)

Teacher Note
The purpose of this step is to assist the development of
children’s religious awareness. It aims to help them
understand the religious meaning of significant
experiences – an essential step for both Evangelisation
and New Evangelisation (see Australian Religious
Education – Facing the Challenges).
The children should be provided with opportunities to
wonder in A1 and A2. They need to celebrate (rather
than merely understand) the related attribute of God
in A3.
The basic questions of the human heart to which the
following experiences relate are taken up further in the
Year 8-12 Religious Education units.

A1 Wondering about our bodies

(continued …)
Everyone has a body which is made up of many parts.
We can do many things with our bodies. We can enjoy
and learn with our bodies.
Using our hands and feet, we can skip, run, play games,
draw and make things. We can also clap, dance, walk
and click our fingers.
Using our voices, we can sing, talk, laugh and make a
variety of sounds.
While we can do many things with our bodies, we may
sometimes experience difficulty with some actions,
work or play. However, these generally improve with
time and practice.
Our bodies have many parts and abilities, including our
senses. We have five senses which help us to learn
about our world. The five senses are sight, hearing,
touch, taste and smell.
We use our eyes to see all that is around us. We use our
ears to listen to people talking, hear music, and other
sounds around us.
The skin on our bodies, including our hands and feet,
enables us to feel the materials with which we work,
play and come into contact.
We use our tongues to taste a variety of foods, and
decide what we like and do not like.

Me and My Body 20
 Suggested Strategies Support Material Class Prayer

a)Talk to the children about different ways they The Wiggles Big Red Tree of Hands
use parts of their body, for example, hands are Car The following prayer
used to wave good-bye, legs are used to walk, ABC Music could be displayed
eyes are used to look at flowers, etc. on an outline of a
OR tree trunk:
To the tune of Here We Go Round the
Thank you, God, for
Mulberry Bush sing:
The Wiggles Wake making my hands.
Refrain: Up Jeff! Thank you, God, for
‘We can do so much with our hands, making my hands able
With our hands, to do useful things.
With our hands, Help me always to use
We can do so much with our hands, my hands in kind and
this is what we can do’ helpful ways.
Dances for Little
The children could
Verse: Kids
be given pre-cut
We can use our hands to ______________. M Jackson
hand shapes upon
(repeat 3 times) which they print
(insert action here, eg. ‘wave goodbye’) their names. These
This is what we can do. could be attached to
the tree to form the
The children could suggest alternative actions leaves.
and body parts for subsequent verses.
Wonder Question
- I wonder why I have hands, etc. that do so
many things?

OR

b)Play a class game of musical statues. The God Gives…Songs ‘Move All Over the
children create statues using their body to pose for Kids Book 1 World’
in a variety of ways. Allow the children to move Joint Board of
freely to music. When the music stops they Christian Education
‘freeze’.
Talk with the children about how their bodies
make different shapes when the music stops.
The class could then play ‘Follow the Leader’ or
a similar game to encourage and highlight
different ways of moving.
During the next activity session, the children
could draw, paint or sculpt themselves in a
particular body position.
Wonder Question
- I wonder why my body can move in so many
different ways?

OR

21 Me and My Body
 Key Understandings Learning Points

(continued …) (continued …)
A1 Wondering about our bodies A1.1 Explores the different ways
they can use their bodies.
We use our noses to experience the many pleasant and
unpleasant scents and odours that help us learn about
our world.
As we think about our senses and how important each
one is to helping us enjoy life, to learn, to engage in
many activities and keep ourselves safe – we realise
how wonderful our senses are.

Me and My Body 22
 Suggested Strategies Support Material Class Prayer

c)The children complete a number of activities Print Prayers

related to specific body parts. These activities Under the different
may be presented in a ‘Body Book’. prints, the teacher or
helper could scribe
The ‘Body Book’ may include:
and the children
• handprints could ‘read’ the
words, ‘Thank You,
• footprints God, for lips’ etc.
• fingerprints
• noseprints
• lipstick prints (for hygiene purposes cotton
buds could be used to apply lipstick)
• a self-portrait of the child’s face, decorated
the way they would like their face painted,
etc.
For these activities an adult scribes what the
child uses this body part for.
Wonder Questions
- I wonder why I can use my body for so many
things?
- I wonder why God gave me a body that I can
use for so many things.

OR

d)Multiple copies of the pictures from ‘Body Parts’ I’m God’s Child ‘Here’s My Hand,
are individually pasted on separate cards. L Clare God Made Me’
Each child is given a card depicting a body part.
The children find two people who have the
same picture and form a group. The group then
moves to an area where a large version of the
body part is displayed. With a helper (older
buddy or parent) the children take turns to talk
about the ways that body part could be used.
The group then chooses one example to
mime for the rest of the class. The class
members try to guess the body part used 1
and what action is being performed.
Focus Questions:
- What body part is being used?
- What are the different things that can be
done with that particular body part?
- What is something good we can do with this
body part?
(continued …)

23 Me and My Body
 Key Understandings Learning Points

(continued …) (… continued)
A1 Wondering about our bodies A1.1 Explores the different ways
they can use their bodies.

A1.2 Names ways they can use their

senses.
(continued …)

Me and My Body 24
 Suggested Strategies Support Material Class Prayer

Wonder Questions
- I wonder why I can use my body for so many
things?
- I wonder why my body can move in many
different ways?

a)At the beginning of fruit time, talk with the ‘Hello God I Just ‘Grace Before
children about the parts of their bodies used to Wanted to Say….’ Meals’
enjoy the fruit. p41 (Nos 102, 103)
W Threlfo
Lead the children to an awareness of their five
senses, for example:
• using our eyes we see and select the fruit we
wish to eat
• our noses help us to smell the fruit
• our tongues enable us to taste the different
flavours of the fruit and to talk as we enjoy
the fruit
• we use our hands to touch and hold the fruit
• we use our ears to hear when it is our turn,
and to listen to others talking while we enjoy
the fruit.
Focus Questions
- In what ways do we use our bodies during fruit
time?
- What body parts help us to choose the fruit?
- What body parts help us to see what we would
like to choose?
- What body parts help us to taste the food?
Wonder Questions
- I wonder what it would be like not to be able
to taste the food we eat?
- I wonder why food has so many different
flavours, colours, smells and shapes?

OR

25 Me and My Body
 Key Understandings Learning Points

(… continued) (… continued)
A1 Wondering about our bodies A1.2 Names ways they can use their
senses.

Me and My Body 26
 Suggested Strategies Support Material Class Prayer

b)The children could compile a ‘Senses Book’ or ‘Faith and Fun with ‘Ears, Ears’
create a senses chapter in their ‘Body Book’ Songs’
[A1.1(c)]. J Macpherson
The children could:
• sample a variety of fragrances, choose the one
they like the best and place a drop of the
chosen fragrance onto a page of their book
• touch a variety of textures, choose the one
they like best and place a sample of this onto Prayer Wheel
a page in their book Create a prayer
wheel showing the
• draw a pair of lips in the centre of a page, and five senses. The
draw or make a collage of magazine pictures centre of the wheel
of food they like to taste could display the
• paint a page their favourite colour and paste words, ‘God created
an eye in the centre. (A three dimensional my five senses’. The
eye could be made by painting the tip of an five outer sections
egg carton cup.) could each be
labelled with the
• glue a large picture of an ear in their book.
name and a picture
They then glue thick wool or string along the
of the body part
outline of the ear to create a string picture.
associated with each
Each page could be given a caption for example: of the senses. In a
community circle
I like to touch ____________,
each child takes
(texture here)
turns spinning the
I like to see the colour _____________, etc.
wheel. As it lands on
OR a sense the child is
invited to tell the
c)During activity sessions, ‘Senses Stations’ could group their favourite
be set up with adult helpers to assist at fragrance, food,
each station. 2a-2b texture, sound or
colour, etc.
OR After each
contribution the
d)Talk with the children about the five senses and class prays:
the ways in which they are used. Create a class Thank you, God,
big book about senses. Each sense could be for
allocated a double page commencing with a ________________
sentence starter, for example, ‘With my sense of (sense)
sight I can…’ Thank you for our
The children could then paint or draw wonderful bodies.
something they can do with that sense. Many of
the children’s drawings could be captioned, for
example, ‘…look at beautiful birds’, and
displayed on the double page.
Wonder Questions
- I wonder why I have five senses?
- I wonder why the sense I like the most is …?

27 Me and My Body
 Key Understandings Learning Points

A2 Wondering at God who created our bodies A2.1 Expresses wonder at God who
created their bodies.
(continued …)
(continued …)

Teacher Note
The aim here is to encourage children to wonder. This
is an important skill for discovering God through
creation [Catechism 32-33].
What is most important at this stage of each unit is that
children be given a ‘wondering’ activity.
To lead the children into the wondering activity, they
may need to be reminded that wonder is a gift God
created in people so that they could discover God
through everything God has created.
Wonder causes us to stop, to look, to feel, to smell, to
listen or to taste so that we might better enjoy and
understand. Wonder leads us to be curious, which can
lead us to explore and to experiment.

When people think of all the different things they can

do with their bodies, they can begin to wonder at God,
who created their bodies with all their various parts.
God planned how each body part and sense would work.
God created bodies able to move, see, hear, touch, taste
and smell. As people discover more about their bodies
and what they can do, they may ask questions such as:
- I wonder how many different sounds I can hear?
- I wonder if everything has an aroma or smell?
- I wonder how many different sounds I can make with
my voice?

Religious meaning
God has given us the gift of our bodies so that we can
come to know more about God, ourselves, about others
and the world in which we live. As we wonder about
our bodies, we may ask, ‘What must God, who created
my body, be like?’

Me and My Body 28
 Suggested Strategies Support Material Class Prayer

a)In a community circle, the children take turns Body Parts Work
to mime something they like to do with their Together
bodies and/or senses. The rest of the class guess
the mime and then chant, for example, “Sara
likes to play board games with her body.” 3
This action could then be recorded on a list of
body actions, for example, ‘We can play board
games with our bodies’. Alternatively,
photographs of these actions could then be
taken and displayed.
Wonder Questions
- I wonder why God gave me a body that can
do so many things?
- What must God, who created our bodies be
like?

OR

b)During a mat session, the children recall and ‘Hello God I Just ‘Listening’
share the activities they enjoyed and the Wanted to Say….’ The children listen
discoveries made during A1.1 and A1.2. p26 (No 64) to the prayer. The
W Threlfo children could then
Lead the children to wonder about the many
be invited to pray
things their bodies can do and wonder at God
spontaneous prayers
who created their bodies.
of thanks. A suitable
Wonder Questions prayer beginning
such as ‘Thank you,
- I wonder which part of the body God had the
God, that I can hear
most fun in making?
___________’, could
- How could God have thought of making our be used.
bodies able to do so many things?
- What must God, who created our bodies, be
like?

OR

29 Me and My Body
 Key Understandings Learning Points

(… continued) (… continued)
A2 Wondering at God who created our bodies A2.1 Expresses wonder at God who
created their bodies.
Teacher Note
The children may offer a variety of answers to this
question. The answers of each should be valued.
Teachers should allow the children time to reflect upon,
and respond to, the Wonder Question in their own
ways before attempting to address the Attribute in A3.
The reflection on the Wonder Question, ‘What must
God, who created our bodies, be like?’ (A2) and the
introduction of the Attribute (A3), should not take place
on the same day.
What follows in A3 is one Attribute of God, which is the
focus for this unit. Units across other year levels will
focus upon other Attributes of God.

Me and My Body 30
 Suggested Strategies Support Material Class Prayer

c)The children paint a picture of a body, making

sure they try to include all the parts, ie. knees,
neck, elbow, toes, etc.
Alternatively, the teacher could cut out shapes
depicting simple internal and external body
organs, for example, hearts, lungs, eyes, legs,
brain, etc. before the lesson. The children could
be invited to place the body organ where they
think it belongs on a body outline.
After completing the chosen activity, and using
appropriate resource books, talk with the
children about the many body parts and organs
that make up their bodies. Invite the children to
share their wonder questions they have about
their bodies. Lead the children to wonder at
God who created their bodies.
Wonder Questions
- How can our body have so many parts that
work together?
- How could God have thought of the many
important parts of our bodies?
- What must God, who created our bodies, be
like?

31 Me and My Body
 Key Understandings Learning Points

A3 Attribute: God loves us A3.1 Celebrates that God loves

them.
(continued …)
(continued …)
Among the many possible answers to the question:
‘What must God, who created my body, be like?’, one
answer is that God loves us .This is one reason why
God creates us with a body – so that we will discover
and become close friends with God.
The more that we enjoy the gifts God has created in
our bodies, the more we come to see them as signs of
God’s love.
Every movement we can make is a gift from God, every
breath, jump, smile, walk, hand movement or sound we
make. Every word we speak, things like touch, sounds
we hear, things we smell, can remind us of the love of
God, who gave us the gift of our senses.
God created our bodies able to do these many different
things because God knew we would enjoy them. God
gave us the gift of our bodies because God loves us.
How as a class can we celebrate God who loves us?

Me and My Body 32
 Suggested Strategies Support Material Class Prayer

a)Talk with the children about God creating them An Action Prayer
with a body with parts that can work together Invite the children
in so many ways. As they use their bodies, they to pray the following
can think about what their bodies are doing and prayer with the
thank God for being able to do these things. accompanying
actions.
The children then are divided into groups of
God made my ears,
three and take part in an outdoor activity or
eyes, nose and
PMP (Perceptual Motor Program) circuit such
mouth; (point to
as that outlined in ‘Our Active Bodies!’.
each); my legs, arms,
After each activity, the children name one hands and feet
thing they did with their body, for example, ‘I (touch each part).
crawled through the tunnel.’ The keyword God made every
‘crawl’ is written on a sticker or simple badge, little bit of me. My
which contains the words ‘God loves me’. body is hard to beat
(hug self).
Lead the children to an understanding that they God loves my ears,
can use their bodies because God loves them. eyes, nose and
mouth; (point to
each)
OR 4 My legs, arms, hands
and feet (touch each
b)Photographs could be taken of the children part).
participating in a variety of activities, such as God loves every
outdoor play, dramatic play, playing with blocks little bit of me.
or musical instruments or creating in the God’s love is hard to
construction or play dough learning centres. beat (thumbs up
sign).
Alternatively, the children could draw, paint or
sculpt themselves participating in their favourite
activity. Talk with the children about the
photographs or children’s artwork. Talk to the
children about God loving them and creating “Isn’t it Good” ‘God Made You,
them with a body made up of many parts. The R Smith God Made Me’
children’s artwork and creation could be (chorus only)
displayed around a suitable banner such as,
‘God Gave Me a Body, God Loves Me’.

OR

33 Me and My Body
 Key Understandings Learning Points

(… continued) (… continued)
A3 Attribute: God loves us A3.1 Celebrates that God loves
them.

Me and My Body 34
 Suggested Strategies Support Material Class Prayer

c)Create a banner that displays the message, ‘God God Loves Me

Gave Me a Body Because God Loves Me’. The children could
be invited to point
Talk with the children about the many ways
to particular parts of
they enjoy using their bodies and lead the
their body saying:
children to awareness that God created their
God loves me, so
bodies because God loves them.
God gave me my
The children could decorate outlines or make arms.
prints of eyes, ears, noses, hands, feet, mouths Response: Thank
etc., which could then be arranged to form the you, God.
letters of the phrase. A different outline using a God loves me, so
different body part could be used for each word, God gave me my
for example: eyes.
R:
God loves me, so
God gave me my
mouth.
R:
Invite the children
to add further verses
by naming other
OR body parts.

d)Share with the children ‘Wonderfully Made’,

‘God is so Clever’ or another appropriate song.
Talk to the children about God loving them and Songs from Hello! ‘God Loves You
creating them with a body. Council for Christian Just the Way You
Education in Schools Are’
As the song is played a second time, invite the
children to use their bodies to move to the
music, thanking God for the gift of their bodies.
OR
Wonder Questions
‘From the Top of
- Why do you think God has created us with a
My Head’
body able to do so many things?
- What is something you enjoy doing really well
with your body?
- Why do you think God made you able to do
Songs of God and Me ‘Wonderfully Made’
that special thing with your body?
for Primaries
Lillenas Publishing

Jibes ‘n’ Vibes ‘God is so Clever’

J Flack

35 Me and My Body
 Key Understandings Learning Points

B THE PROMISE OF CHRISTIAN B1.1 Names some of the ways Jesus

SALVATION used his body.

Teacher Note
From the beginning of his ministry, Jesus proclaimed
the arrival, in his own person, of the Kingdom of God –
a new and definitive intervention of the saving power of
God’s love on behalf of his creatures.
In the power of his love, expressed throughout the
course of his life, death and resurrection, Jesus
accomplished our salvation. He:
• freed people of sin and the influence of the evil one
• brought people to share in God’s own divine life
• revealed God’s love and closeness
• modelled how to live in a truly human way in
response to that love.
Returning to the Father, Jesus sent his Spirit to help
people enter into the Kingdom of God so as to live as
he lived. For he had promised to send the gift of the
Holy Spirit to his followers, ‘You will receive power when
the Holy Spirit comes to you.’ (cf. Acts 1:8).
Christians experience this power within the Kingdom of
God to the extent that they draw upon the grace of the
Risen Lord through the Eucharist, the other
sacraments, prayer and the other ways Jesus taught.
One element of the modelling of Jesus was that he had
a body (B1). Jesus came to show people how to use
their bodies (B2).
The purpose of Step B is to show Jesus as the model
of truly human behaviour, and then to focus upon how
the world of the children’s experience would be different
if all accepted his promise of the power of his Spirit.

B1 Jesus used his body

Like all human beings, Jesus had a body with many
parts, including senses. Jesus used his body in many
ways. In the Scripture story Mark 1:35-39, for example,
Jesus walked to where he could be alone, used his body
to pray, travelled all over Galilee, and taught by
speaking in the synagogues.

Teacher Note
At this level it is appropriate to tell Bible stories. The
emphasis will relate to the children’s life experiences
and the Teacher Background Material provided in this
unit. This will avoid developmentally inappropriate
theological insights being presented.

Me and My Body 36
 Suggested Strategies Support Material Class Prayer

Teacher Note Jesus Used His

The following activity could be used to introduce Body
all the strategies in B1.1. Jesus used his eyes to
Invite the children to recall the ways they can see his friends, see
use their bodies, then brainstorm the ways his friends, see his
Jesus may have used his body. Share with the friends.
children the story of Mark 1:35-39. Jesus used his eyes to
Focus Questions see his friends.
Jesus used his body.
- In what ways can you use your body?
- In what ways do you think Jesus may have Jesus used his legs to
used his body?
step into the boat,
- In what ways did Jesus use his body in the step into the boat,
story? step into the boat.
Jesus used his legs to
step into the boat.
a)The children perform the echo pantomime,
Jesus used his body.
‘Jesus Taught by the Lake’. Talk with the
children about the ways Jesus used his
Jesus used his voice
body.
to teach the people,
5 teach the people,
OR
teach the people.
Jesus used his voice
b)During indoor or outdoor play the children to teach the people.
retell the story of Mark 1:35-39 to others, using Jesus used his body.
sand trays and a variety of materials for
example, trees, people, boxes, blocks, cardboard (The prayer could be
rolls, etc. Talk with the children about the ways sung to the tune of
Jesus used his body. The Wheels of the
Bus.)
OR

c)Provide the children with an area of the

classroom in which they can engage in dramatic
play. The children are given a wide range of
materials, such as material lengths, sheets
(green, yellow and blue), blocks, etc.
The children are encouraged to role-play the
story of Mark 1:35-39 during dramatic play. Talk
with the children about the ways Jesus used his
body.

37 Me and My Body
 Key Understandings Learning Points

B2 Jesus came to show people how to use their B2.1 Names ways people use their
bodies for good bodies for good.
Jesus came to show people how to live as God wants.
People do this when they try to live like Jesus. If
everyone lived like Jesus, and enjoyed their bodies and
used them in loving ways, there would be more people:
• helping others
• working with others
• talking and listening to others
• playing with others
• caring for the environment, etc.

Me and My Body 38
 Suggested Strategies Support Material Class Prayer

a)Brainstorm ways people use their bodies for Our Bodies

good. Prepare large body shapes for the children (Tune: Three Blind
(in small groups) to draw pictures of ways Mice)
people could use their bodies for good. Organise Our bodies are fun
the children to walk around and look at the (x2)
other group’s work. A speaker could be We love to
appointed to stay with their group picture and ___________ (x2)
explain the ways the picture shows people using Thank you, God, for
their bodies for good. our bodies
We use them to help
OR others
Thank you, God.
b)Have the children think of their favourite game. (x2)
Pair the children with a child from another
class and have them teach the game to their
partner. On conclusion, both children review
the experience in terms of the ways they helped
and worked with each other using their bodies
for good. (The review could take many forms,
for example, dance, drama, art activities,
puppets, etc.)

39 Me and My Body
 Key Understandings Learning Points

C CHRISTIAN RESPONSE C1.1 States that Jesus told people to

love one another.

Teacher Note
To experience the Promise of Christian Salvation
requires personal Christian conversion [General
Directory for Catechesis 53].
In the words of Jesus, this means people must
[Mark 1:15]:
Repent, and believe the gospel.
Religious Education contributes to their New
Evangelisation by helping children to understand what
is involved in repenting and believing. Religious
Education needs to help children discover ‘what exactly
faith in Jesus Christ is’ [General Directory for
Catechesis 75].
The following content introduces Pre-Primary children
to:
• followers of Jesus believe that God sent Jesus to
teach about God’s love (C1)
• Jesus wants his followers to use their bodies to show
love (C2).

C1 Followers of Jesus believe that God sent

Jesus to teach about God’s love
God wants all people to love and care for each other,
so God sent Jesus to show and teach about God’s love
and to show people how God wants them to live and
to treat others. He told people to, ‘Love one another as
I have loved you’ [John 15:12]. Jesus said this because
he wants all people to be kind and loving.

Me and My Body 40
 Suggested Strategies Support Material Class Prayer

Teacher Note Renew and Rejoice ‘A Life of Love’

Prior to the strategies in C1.1, talk with the M Mangan & P Hehir (chorus only)
children about what they know about Jesus. The
children brainstorm their ideas which could be
charted around a large picture of Jesus.
Lead the children to an awareness that Jesus
told people to love one another.
Share with the children that Jesus told people
to ‘Love one another as I have loved you’
[John 15:12].
Focus Questions
- What do you know about Jesus?
- What did Jesus teach people about God?
- How did Jesus show love for people?
- Why did Jesus tell people to love others?

a)During the next activity session, members of

the class could be invited to decorate the
picture of Jesus and the letters of the words from
John 15:12 using paint, mosaic (gluing small
pieces of paper) or montage (a variety of
materials, for example, pasta, paper, string, etc.).
The words could then be displayed near the
figure of Jesus or as a title to create a banner.

OR

b)Invite the children to sing ‘Jesus’ Special ‘Hello God I Just Love Each Other
Message’ with movement. Percussion Wanted to Say…’
instruments could also be used to accompany p22 (No 53) or p90
the song. W Threlfo
OR
The children could compose additional verses
by suggesting other loving actions. Happy Friends
OR 6
c)The children create collages of individual
pictures of Jesus. An adult scribes or attaches
the words ‘Love One Another as I Have Loved
You’, to the completed pictures.

41 Me and My Body
 Key Understandings Learning Points

C2 Jesus wants his followers to use their bodies C2.1 Identifies ways they can use
to express love their bodies to express love.
People can thank God for the gift of their bodies, and
for God’s love, by using their bodies in ways that express
love and kindness towards others.
As people use their bodies in loving ways, they follow
Jesus’ teaching to, ‘Love one another as I have loved
you’ [John 15:12].
People can use their bodies to express love when they:
• give a smile or a hug
• help with family chores before and after meals
• help care for the family pet
• make their beds
• help to keep the classroom clean
• talk to others
• invite others to join in games
• take messages
• help someone who is upset.

Me and My Body 42
 Suggested Strategies Support Material Class Prayer

a)The children make a decorative wall hanging

using cloth material or a variety of materials or
some other gift for someone who is special to
them. The children could present this gift to
that special person.
Lead the children to the understanding that
they can use their bodies to express love in
many ways, for example, making something for
someone special.
OR

b)The class brainstorms ways they can use their Bodies Express Love
bodies to express love for others. As a heart or body
template is selected
These are written on body part shapes and
from the prayer
placed in a special part of the room. Each day
focus, invite the
the idea on one shape is shared with the class
children to echo:
and displayed more prominently.
‘Dear God, today we
Encourage the children to try to perform that can use our bodies to
loving action during the day. ____________.
Help us to use our
OR bodies in loving
ways.
c)Talk with the children about ways they can use Amen.’
their bodies to express love to others at home
and at school.
During activity sessions invite the children to God Gives….Songs ‘Living as a Person’
talk about one way they could express love at for Kids Book 1 Invite the children
home and at school. This could be scribed onto Joint Board of to suggest body
badges. Encourage the children to perform that Christian Education actions which could
loving action. be included as ways
they can use their
OR
bodies to express
love, for example,
d)The teacher prepares a large floor plan of the helping, caring,
classroom or a floor plan of a house. The hugging, etc.
children could be involved in colouring each
centre or room on the plans a different colour.
Each room could be labelled, for example,
‘bathroom’.
The children suggest ways they can use their
bodies to express love in each centre (for
example, share the blocks) or room (for
example, hang towels up when I have finished
with them). These could be written and/or
illustrated and attached to the floor plans.
Alternatively, the actions could be made into
posters and displayed in the appropriate areas
with a title such as ‘We Can Use Our Bodies to
Express Love’.

43 Me and My Body
 Key Understandings Learning Points

C3 Continuing to wonder about our bodies and C3.1 Reviews and expresses what
how to use them in loving ways as Jesus did they have learned throughout
the unit.
When people think of how amazing are the different
parts of their bodies, and how many exciting things
they can enjoy and learn because of them, they may
start to wonder about God the Creator of our bodies
(A1, A2). Many people come to realise and celebrate
that, among the different things that can be discovered
about God the Creator of our bodies, one is that God
loves us (A3).
When followers of Jesus look at how he expressed
himself through his body, they learn that Jesus wants
people to use their bodies in loving ways (B1, B2).
Members of God’s family believe that Jesus was sent to
teach people about God’s love (C1).
Followers of Jesus use their bodies to show love and
kindness towards others (C2).
When people continue to try to use their bodies, in
loving ways as Jesus did, they are living as God wants.

Me and My Body 44
 Suggested Strategies Support Material Class Prayer

Teacher Note We Thank God for

Prior to the strategies in C3.1, provide Our Bodies
opportunities for the children to look at work (Prayer Service)
completed and talk about the understandings
covered in the unit, using the following:
Focus Questions 8
- What was your favourite piece of work?
- Why did you choose this piece of work? Make a Wonderful ‘I Am Wonderfully
Noise Made’
- What was this piece of work about?
J Miffleton

a) Create or add to the class ‘Loving Board’ ways

in which people can continue to use
‘Hello God I Just I Love God
their bodies in loving ways.
Wanted to Say….’
7 p37 (No 90)
OR
W Threlfo
b)The children could review and express what
they have learned through contributing to the
creation of a class:
• mural “Isn’t it Good” ‘God of Love’
R Smith
• frieze
• billboard (for example, My Favourite Work)
• collage
• poster
Gospelling to the ‘Give Thanks to the
• banner Beat Lord’
• picture book Scripture Union
Australia
• story book
• learning journey book
• photograph album (virtual, for example, web Thank You Prayer
page or traditional photograph album) The following could
be prayed as an echo
• mobile
prayer.
• song, etc. For hands we can
hold;
OR For hugs we can
give;
c) Chart the things that the children have For smells we enjoy;
particularly enjoyed throughout this unit. Each We thank you, God.
child selects and draws one thing they have For people we see;
enjoyed. For ______________
(insert food name)
We can taste;
For our wonderful
bodies;
We thank you, God.

45 Me and My Body
Section Four

Resource Sheets
 Resource Sheet 1

‘Body P arts’

Program of Work Reference A1.1(d) 49 Me and My Body

Resource Sheet 2a

Senses Stations
Below are some suggested activities you may wish to include in class
senses stations.

Touch
• A selection of objects with a variety of textures, for example, silk,
wool, pine cone, etc.

• Alternatively, a plastic sheet placed on the grass could be covered

in a variety of materials, for example, jelly, water, cream, mud,
etc. The children could be invited to take their shoes off and
walk in the various materials.

Focus Questions
- What body part helped you to feel the different materials?
- What did you like to feel?
- What did you not like to feel?

Taste
• A variety of foods and substances are placed in a series of
containers or jars, for example, stewed apple, vinegar, salt,
yoghurt, lemon.

• The children use plastic spoons to taste the foods.

Focus Questions
- What body part helped you taste the food?
- Which taste did you like best?
- Which taste did you not like?

Sight
• The children use a mirror to look at their own eyes.

Focus Questions
- What body part did you use to see your eyes?
- What colour(s) are your eyes?
- What else do you notice about your eyes?

Me and My Body 50 Program of Work Reference A1.2(c)

 Resource Sheet 2b

• The children blow bubbles to see the variety of colours

in the bubble.

Focus Questions
- What is one colour you can see in the bubble?
- What other things can you see around you that are
the same colour?

Smell
• The children smell then identify a number of items on
the ‘smell’ table, for example, a scented candle, flower,
Vicks Vapour Rub, spices, vinegar, etc.

Focus Questions
- What body parts helped you to smell the different
ingredients?
- Which smell do you like the best?
- Which smell do you not like?

Hearing
• The children sit quietly, then name the different soft
sounds they can hear.
• The children move to different types of music.
• The children identify sounds from a commercially
produced cassette tape or CD, for example, animal
noises, percussion instruments, etc.

Focus Questions
- Which body part do we use to hear sounds?
- What is your favourite sound?
- What sound do you not like hearing?

Program of Work Reference A1.2(c) 51 Me and My Body

Resource Sheet 3

BODY PA RTS W O R K
TOGET H E R
Response:

Thank you, God, for body parts that work together.

My toes can squirm,

my ankles can bend and roll
and my knees can lift.

If my toes, ankles and

knees didn’t work,
I wouldn’t be able to walk.

R:

My fingers can curl around a cone

my elbows can bend and
my tongue can taste different flavours.

If my hand, my elbow and

my tongue didn’t work,
I couldn’t lick a delicious ice-cream.

R:

My hands can grip tightly.

My body can bend in the middle.
My legs can bend and stretch.

If my hands, my body and

my legs didn’t work,
I couldn’t sit on the swings.

R:

The children could be invited to add their own verses.

Me and My Body 52 Program of Work Reference A2.1

 Resource Sheet 4

UR B D I E S
O AC T IV E O
In and Out Hoop Jumping

Children could
Mini trampoline for - crawl
bouncing - hop
- steer a trolley

Each child stays at the station for

Climb a slide
1 minute. When the whistle
and slide down
blows all line up and move to the
next station (skip, march, hop, Beam
jog…) saying together: Walk
‘God gave me a wonderful
body’.

Duck waddle
around 2 points

Jump back and

forward over
skipping rope
Jump frog over a
cushion or over
children squatting
or curled into a ball
shape
Crawl through a tunnel

Program of Work Reference A3.1(a) 53 Me and My Body

Resource Sheet 5

Jesus Taught by the Lake

(based on Luke 5:1-3)

1. Let’s step into a Gospel story.

take a large step to the left

2. Jesus was standing one day

stand with hands and arms straight at sides

3. by the Lake of Gennesaret,

one hand makes a wave motion

4. with the crowds pressing round him

palms vertical facing towards each other

5. listening to Jesus speak. Instructions:

one hand cupped behind ear
The teacher or leader
6. Jesus saw
simultaneously says the
one hand on forehead, peer to distance
words and performs the
7. two boats on the sand
hold up two fingers action. The children then
repeat (echo) the words
8. their owners were washing their nets.
dip and raise an imaginary net and action of the leader.

9. Jesus got into one of the boats

step into imaginary boat

10. it was Simon’s boat,

point forward, as if to person

11. Jesus asked Simon

other hand swings forward to point away from body

12. to row away from the shore.

rowing action

13. Then Jesus sat down

pretend to sit

14. and taught the crowds from the boat.

hands fanned out in front of body, palms facing upwards

15. Let’s step out of the story and back into the room.
take large step to the right

Me and My Body 54 Program of Work Reference B1.1(a)

 Resource Sheet 6

S P E C I A L MES
S ’ SA
S U G
E

E
J

(to the tune of Skip to My Lou)

1. Jesus loved those who were sick. 3. Jesus loved the children.
Jesus loved those who were sick. Jesus loved the children.
Jesus loved those who were sick. Jesus loved the children.
We can love like Jesus. We can love like Jesus.

CHORUS CHORUS
‘Love one another as I have loved you’
‘Love one another as I have loved you’ 4. Jesus loves everyone.
‘Love one another as I have loved you’ Jesus loves everyone.
is Jesus’ special message. Jesus loves everyone.
We can love like Jesus.
2. Jesus loved the lonely people.
Jesus loved the lonely people.
Jesus loved the lonely people.
We can love like Jesus.

CHORUS

Program of Work Reference C1.1(b) 55 Me and My Body

Resource Sheet 7

‘Loving Board’
Create a class bulletin board to display ways the class can continue to try to:

dies in lov
elings … ur bo ing
ress fe o
xp

wa
Us

ys
E

Celebrate …

U se m e m ory …

Care for living

and non-living
things …
Belong to
communities …
n
fam
ei

ilie
lov

s…
ow

Use the gift o

Sh

f li
fe …
te
lov
ica
e…
un
mm
Co

…
ess
gift of specialn

Wait … New life …

he
et

Us

Me and My Body 56 Program of Work Reference C3.1(a)

 Resource Sheet 8

We Thank God for

Our Bodies
GATHER: The children sit in a community circle around a prayer focus. The
focus could include a cross, a scented candle and work completed
during the unit. Reflective music could be played.

Greeting: We are celebrating and thanking God today for creating our bodies.
God loves us so much that God made our bodies and senses with
which we can show love for other people.

Opening Song: ‘Move All Over the World’ from God Gives…Songs for Kids Book 1
by the Joint Board of Christian Education or another appropriate song.

Opening Prayer:

Leader: Dear God, thank you for the special gift of our bodies and all that they
can do.

FOCUS

Scripture: Share with the children Mark 1:35-39.

OR

The children share the echo pantomime, ‘Jesus Taught by the Lake’
(Resource Sheet 5).

RESPONSE: The children pray the litany ‘God Loves Me’ from A1.2.

OR

Sing ‘Jesus’ Special Message’ from C.1 (Resource Sheet 6).

Closing Song: ‘God is so Clever’ from Jibes ‘n’ Vibes by J Flack

OR

‘God of Love’ from “Isn’t it Good” by R Smith or another appropriate

song.

Program of Work Reference C3.1 57 Me and My Body

Section Five

Support Material
Children’s Literature
Songs and Music
Teacher Resources
Videos

Acknowledgements
SUPPORT MATERIAL
Children’s Literature
Bailey, D. (1990). All About Your Senses, Heinemann Educational, Oxford.
Butterworth, N. (1989). My Dad Is Brilliant, Walker Books, London.
Dale, P. (1997). Big Brother, Little Brother, Walker Books London.
Fowler, A. (1991). Feeling Things, Children’s Press, Chicago, Illinois.
Graham, B. (1986). Senses, Five Mile, Hawthorn, Victoria.
Graham, B. (1994). Rose Meets Mr Wintergarten, Penguin Australia, Ringwood, Victoria.
Hafner, M. (1995). Mums Don’t Get Sick!, Walker Books, London.
Jedrosz, A. (1992). Eyes, Eagle, London.
Lester, A. (1997). Celeste Sails to Spain, Hodder Children’s Books Australia, Rydalmere,
New South Wales.
Loh, M. & Rawlins, D. (1987). Tucking Mummy In, Scholastic Australia, Sydney, New South Wales.
Millar, V. (1997). Be Gentle!, Walker Books, London.
Parker, S. (1992). Feeling with the Fingers, Watt, London.
Prater, J. (1996). The Greatest Show on Earth, Walker Books, London.
Readers Digest. (1990). My First Look at Touch, Surry Hills, New South Wales.
Richardson, J. (1992). What Happens When You Touch and Feel, Evans, London.
Rowe, J. & Perham, M. (1993). Feel and Touch!, Watts, London.
Sloan, D. & Santleben, D. (1987). I Can Do Anything, Collins Dove, Blackburn, Victoria.
Snell, N. (1983). Seeing, Hamilton Children’s Books, London.
Snell, N. (1991). Hearing, Evans, London.
Snell, N. (1991). Tasting and Smelling, Evans, London.
Snell, N. (1991). Touching, Evans, London.

Songs and Music

ABC Music. (1995). ‘Can You Paint Your Fingers’, The Wiggles Big Red Car, Sydney,
New South Wales.
Capon, J. (1981). ‘Person to Person’, Motor Fitness Rhythm Games, Educational Activities, Freeport,
New York.
Clare, L. (1991). ‘Here’s My Hand, God Made Me’, I’m God’s Child, Resource Publications, San Jose,
California.
Council for Christian Education in Schools. (1986). ‘God Loves You Just the Way You Are’, ‘From the
Top of My Head’, Songs From Hello!, Melbourne, Victoria.
Flack, J. (1987). ‘God is so Clever’, Jibes‘n’Vibes, Just Life (Australia), Alphington, Victoria.
Jackson, M. (1992). ‘Agadoo’, Dances for Little Kids, ABC, Sydney, New South Wales.

61 Me and My Body
Joint Board of Christian Education. (1990). ‘Living as a Person’, ‘Move All Over the World’, God
Gives…Songs for Kids Book 1, Melbourne, Victoria.
Lillenas Publishing. (1980). ‘Wonderfully Made’, Songs of God and Me for Primaries, Kansas City,
Missouri.
Macpherson, J. et al. (1991). ‘Ears, Ears’, ‘Sound Song’, Faith and Fun with Songs, Joint Board of
Christian Education, Melbourne, Victoria.
Mangan, M. & Hehir, P. (1993). ‘A Life of Love’, Renew and Rejoice, Litmus Publications, Albany
Creek, Queensland.
Miffleton, J. (1978). ‘I Am Wonderfully Made’, Make a Wonderful Noise, World Library Publications,
Chicago, Illinois.
Scripture Union Australia. (1993). ‘Give Thanks to the Lord’, Gospelling to the Beat, Fitzroy,
Victoria.
Smith, R. (1987). ‘God Made You, God Made Me’, ‘God of Love’, “Isn’t it Good”, Group Media
Productions, Homebush, New South Wales.

Teacher Resources
Australian Catholic Bishops Conference Education Committee. (1999). Australian Religious
Education – Facing the Challenges, National Catholic Education Commission.
Catholic Education Commission of Western Australia. (1998). A Planning Guide for Celebrating
Liturgy in Catholic Schools, Perth, Western Australia.
Children’s Mission. (1997). The Prayer Box II, Sydney, New South Wales.
Children’s Mission. (1995). The Prayer Box, Sydney, New South Wales.
Congregation for Catholic Education. (1997). The Catholic School (Australian Edition), St Paul
Publications, Homebush, New South Wales.
Congregation for the Clergy. (1997). General Directory for Catechesis (Australian Edition), St Paul
Publications, Homebush, New South Wales.
Libreria Editrice Vaticana. (1994). Catechism of the Catholic Church (Australian and New Zealand
Edition), St Paul Publications, Homebush, New South Wales.
Threlfo, W. (1989). ‘Hello God, I Just Wanted to Say…’, Marist Publishing, Drummoyne,
New South Wales.

Videos
Picnic
The Wiggles Wake Up Jeff!
Winnie the Pooh Learning: Volume 2 Sharing and Caring
Winnie the Pooh Learning: Volume 3 Helping Others

Me and My Body 62
ACKNOWLEDGEMENTS
Permission to use materials for non-commercial, educational purposes is gratefully acknowledged to:

Quotations from the English translation of the Catechism of the Catholic Church for Australia © 1994
St Pauls, Strathfield, Australia/Libreria Editrice Vaticana, used with permission.

Quotations from the New Jerusalem Bible, published and copyright 1985 by Darton, Longman and
Todd Ltd and Doubleday, a division of Random House Inc, and used by permission of the publishers.

Quotations from the Good News Bible, published and copyright 1988 by The Bible Society in
Australia Limited.

Excerpts from the English translation of the Rite of Confirmation, Rite of Blessing of Oils, Rite of
Consecrating the Chrism © 1972, International Committee on English in the Liturgy, Inc. (ICEL);
excerpts from the English translation of The Roman Missal © 1973, ICEL; excerpts from the English
translation of Rite of Penance © 1974, ICEL; excerpts from the English translation of Eucharistic Prayer
for Masses with Children © 1975, ICEL; excerpts from the English translation of A Book of Prayers ©
1982, ICEL; excerpts from the English translation of Book of Blessings © 1988, ICEL.
All rights reserved.

Every effort has been made to trace and acknowledge copyright. However, should any infringement have
occurred, the publishers tender their apologies and invite copyright owners to contact them.

63 Me and My Body