SCHOOL OF EDUCATION

RE LESSON PLAN
Pre-Primary/
Primary

LESSON ORGANISATION

Unit of work: Loving our Salvation topic: Prayer Human person Topic: Our Bodies
Differences are Different

Year Level: 2 Students’ Prior Knowledge: (include faith

situations/previous lessons/Units)

Key Understanding: This is the introductory lesson for this RE Unit

A1 Wondering that the body of each person is different
In previous years, the students have explored the
love by working and the wonderful world
Learning Point(s): A student who has just arrived in the school: discuss
A1.1 Identifies ways in which each person’s body is with the students that people’s bodies are different
different. and God made our bodies differently in a special way

Spiritual and Religious Capabilities (that may potentially be covered in the lesson)
Prudence Justice Fortitude Temperance Faith Hope Charity
eg Right choices eg Right eg Inner strength eg Moderation eg Prayer eg Reconciliation eg Service
relationships
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative behaviour Social understanding
thinking competence

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:
• Students recognise that each individual human has different features in their body
• Students understand that human experience of having physical differences leads people to wonder at the
God who created people’s bodies different
• Students create their own wonder questions about the differences within themselves and others (eg. age,
features, abilities, etc.)

Teacher’s Prior Preparation/Organisation: Provision for student diversity:

• Children Literature – “Who We Are! All about
Learning difficulty:
Being the Same and Being Different” By Robie H
• Group students who are not as capable with
Harris
students who are capable and understand
• Drawing tools – pencils, coloured pencils
the task and assist with portraits and use of
• Plain white paper for self-portraits (x30)
iPads
• Mirrors
• Printed and laminated wonder questions to Intellectual disability:
display on prayer table or around the classroom
• Teacher assistant to assist students
• iPads (make sure they are charged) throughout whole lesson
• Print “This is Me” worksheet (x30)
• Plain white paper for prayers
LESSON DELIVERY attach worksheets, examples, marking keys, etc. as relevant

Resources/References
Time Motivation and Introduction:
Align these with the segment
9:00
1. Take the students outside into some fresh air. Have them seated
where they will be introduced.
on the grass
2. Introduce the book “Who We Are! All About Being the Same and
Being Different” by Robie H Harris Children’s Literature – “Who

3. Read the story to the children We Are! All About Being the

4. After the story pose some wonder questions about: Same and Being Different” by

• How many differences are there between people’s Robie H Harris

appearances?
I wonder how many people have different appearances?
• Why are all our bodies different?
I wonder why all of our bodies are different?
• I wonder if anyone in the world looks like me?
Wonder questions
I wonder if there is anybody else in the world that looks
like me?
• Wonder questions I have about body differences are...
Do you have any wonder questions about your body
differences?
(Have wonder questions displayed around the
classroom, especially on the prayer table, to encourage
students to keep wondering and asking questions)
9:05 5. Discuss with students that the human experience of having
physical differences leads us to wonder at God who created
people’s bodies different. It leads us also to celebrate what Jesus
revealed about God: that God loves people in a special way and
created us all so differently
6. Return to the classroom
7. Discuss with the students that every human person has a body
but everyone’s body is different, though some differences
become more obvious only as the person grows older.
• We can see that each person’s body is different
• As we compare our bodies with those of others, we can
see differences such as height, hair, complexion and eye
colour and bodies grow in different shapes and sizes
• Bodies change with ageing. People from different
countries, or those who are the children or grandchildren
of people from different countries, also have different
bodily features
 • There are the differences too between what people can
do with their bodies. Some, for example, can run faster
than others; others can play musical instruments; others
again draw, or have other manual skills.
• Children who are twins can sometimes look the same
but differences will become obvious as they grow older.
However, even as children, their fingerprints are different
• Many of the physical differences between ourselves and
others do not attract our attention. However, some do
because they seem distinctly different from ourselves, for
example:
o The ability to play a musical instrument or play a
certain sport
o An inability to speak clearly or to hear well
o Limbs that have developed differently
o Different skin colours
o Different hair colours, eye colours etc
• Some people’s bodies are different because they cannot
use one or more of their senses, such as sight, hearing
or parts of their bodies (such as hands or legs), in the
same ways as many other people can, but these people
can develop other gifts. For example, someone who is
hearing impaired may be able to lip–read, or use sign
language
• When those without disabilities find it hard to be friends
with those who have disabilities, it may be the disabled
who feel left out or sad. Those without disabilities need
to try to include the disabled in their ‘fun times’ and plan
‘fun times’ in which they can join.

I wonder why God created us all to be different individuals? Wonder question

Lesson Steps (Lesson content, structure, strategies & Key Questions):

9:10
1. Start the main activity of the lesson in which each student will
create a self-portrait
• The students can use mirrors to examine their features
• Peer discussion about what they can do with their Drawing/writing tools, paper
bodies, including the special gifts they have, such as: Mirrors
sports, singing or different tricks etc
• Embrace the importance of showing their distinctive
features of their body
2. All finished portraits created by the students will be combined to
create a class gallery
 3. The students will view the gallery and identify the differences
they can see between people’s bodies and what they are able to
do with their bodies
4. The students will also use their iPads to take a picture of their iPads
partner holding their self-portrait to compare themselves and the
self-portraits

Lesson Closure:(Review lesson objectives with students)

9:25
1. As a class, list and talk about the differences the students
observed, make a brainstorm on the board (students called up to
add their idea to the brainstorm)
2. For the students who complete their self-portrait early can then
complete the ‘This is Me!’ worksheet ‘This is Me!’ worksheet (x30

3. Another extended activity which can be completed in the next copies)

lesson if there is no time, is for students to create a simple prayer

thanking God for making us all different and what features make
us different to others. (These prayers will be backed onto
coloured card and laminated and displayed on the prayer table Plain white paper for prayer
and to use each morning in prayer time)
4. Choose a student to conclude the lesson to read out their prayer
to the close

9:30
Transition: (What needs to happen prior to the next lesson?)

• To transition to the next lesson, explain to the students that they

are going to Health and PE so they will have to go and get their
hats and water bottles and line up at the door. Send students off
by groups.

Assessment: (Were the lesson objectives met? How will they be

assessed?)

• Did the students recognise that each individual human has

different features in their body (anecdotal notes, checklist)
• Students understand that human experience of having physical
differences leads people to wonder at the God who created
Anecdotal notes
people’s bodies different (anecdotal notes, checklist)
• Students create their own wonder questions about the Checklist

differences within themselves and others (eg. age, features,

abilities, etc.) (Discussion and use of anecdotal notes, checklist)

Resources used in this Lesson:

Activity worksheet - Program of Work Reference A1.1(a) Page 65

Assessment Checklist:

Name: Date:

Students will Achieved Limited Did not

demonstrate

Recognise that each individual human has

different features in their body

Students understand that human experience of

having physical differences leads people to
wonder at the God who created people’s bodies
different

Students can create their own wonder questions

about the differences within themselves and
others (eg. age, features, abilities, etc.)