Lower primary – staying connected in God’s love
Objective: Students will understand the importance of staying connected with God, themselves, and others in their daily lives.
1. Begin with a simple prayer expressing gratitude for the day and asking for God’s guidance.
Dear God, our loving Father,
We gather here with grateful hearts,
Thank you for this time to learn and grow.
Bless us with your presence today,
As we explore the joy of staying connected.
Thank you for our friends and family,
For the love that surrounds us each day.Guide us in understanding your love,And help us share it in every way.In this lesson, may our hearts be open,To the lessons of love and friendship.Bless our time together, O Lord,And may we feel your presence always.Amen.2. Introduce the theme: 'Today, we will learn about staying connected in God’s love. Just like we connect with our family and friends, we also connect with God through prayer and love.'
Read a short Bible story about friendship or love (eg,
the story of Jesus and the children, Mark 10:13-16).
Discuss the importance of love and staying connected with God.
· What are some things that make you feel happy and loved?
· Can you think of a time when you felt connected to your family or friends?
Bible Story Connection:
· What happened in the Bible story we just read about Jesus and the children?
· How do you think the children felt when they were with Jesus?
· How is Jesus an example of love and connection?
Encourage the children to share their thoughts and feelings, and emphasise the idea that just as we show love to our family and friends, we can also connect with God through love and prayer.
3. Handprint chain craft: Begin by gathering the students and discussing the theme of the day - staying connected in God’s love. Explain that they will be creating a special craft to symbolise this connection using their handprints.
Handprint tracing: Have each child choose a colour of construction paper for their handprint. Assist the children in tracing their hand on the paper using a pencil or pen. Alternatively, you can prepare pre-cut handprint templates for them to decorate.
Decorating the handprints: Provide markers or crayons for the children to decorate their handprints with symbols of love, such as hearts, smiley faces, or simple messages like ‘love’ and ‘God’. Encourage them to express their creativity and feelings on the handprints.
Cutting out handprints: Assist the children in carefully cutting out their handprints along the traced lines. For younger learners, you may choose to pre-cut the handprints ahead of time to save time and reduce frustration.
Connecting the handprints: Once the handprints are decorated and cut out, help the children glue the wrists of the handprints together, forming a chain. As they connect the handprints, discuss how each handprint represents their connection with God and others through love.
Reflection: Gather the children and ask them to share why they chose certain decorations for their handprints. Discuss how their handprint chain symbolises the importance of staying connected in God’s love.
Love and friendship
· How can we show love to our family and friends?
· In what ways do you feel connected to your family and friends?
· Can you think of a time when someone showed you love, and it made you feel happy?
Sharing and caring
· How can we share God’s love with others?
· Why is it important to care for others and help them feel loved?
· Can you think of a way we can be kind and loving to someone this week?
Display: Hang the handprint chains in the classroom as a visual reminder of the lesson on staying connected in God’s love.
4. Song and movement:
Sing Hosanna – Jesus Loves Me This I Know | Bible Songs for KidsFind the
lyrics here and the
score here.
Our connection with God
· How do you feel knowing that God loves you?
· What are some things we can do to strengthen our connection with God?
· How can we remember to stay connected with God in our everyday lives?
5. Collaborative prayer: Use the interactive whiteboard or large poster paper. Ask students to contribute words or drawings that represent things they are thankful for, creating a collaborative prayer board.
Connecting with God
· Why do you think it’s important to connect with God through prayer?
· How do you feel when you talk to God in your prayers?
· Can you share a prayer that you like saying to God?
6. Closing reflection: Gather the students and ask them to share one thing they learned about staying connected with God and others.
Upper primary – cultivating connections in God’s love
1. Begin with a brief prayer.
Gratitude prayer for learning and growth
Dear God, our loving Creator,
As we gather here in this space of learning,
We lift our hearts in gratitude for the gift of knowledge and growth.
Thank you for the opportunity to explore, question, and discover,
For the chance to deepen our understanding of your love and wisdom.
Guide us in our journey of learning,
Bless our minds with clarity and curiosity,
And open our hearts to the lessons that draw us closer to you.
May this time of study be a source of inspiration,
A pathway to discovering more about ourselves and your infinite love.
In your name, we offer this prayer. Amen.
2. Ask students to share what ‘staying connected’ means to them and how it applies to their lives.
3. Read and discuss Bible passages that emphasise the importance of love and connection, such as 1 Corinthians 13:4-7 and John 15:5.
Reading comprehension questions – 1 Corinthians 13:4-7 (NRSVCE)
· What is the main idea of this passage about love?
· Can you share three qualities that the passage says love has?
· How does the passage describe what love does not do?
· Why is it important that love never ends, according to the passage?
· How can you use the ideas from this passage to show love in your own life?
Reading comprehension questions – John 15:5 (NRSVCE)
· What is the passage talking about with the ‘vine’ and ‘branches’?
· What happens if we stay connected to Jesus, like branches to a vine?
· Why is it important to stay connected to Jesus, according to the passage?
· Can you explain in simple words what it means to ‘bear much fruit’?
· What help does the passage say we can get if we stay connected to Jesus?
· How might staying connected to Jesus help us in our daily lives, according to the passage?
4. Play Gaming the Gospels – What is love?
5. Reflection journals: Students engage in a reflective exercise by visualising and writing about a significant moment of connection with God, a family member, or a friend. They express their thoughts and emotions through both written reflections and drawings, creating a visual representation of the imagined connection.
Debriefing questions:
· How did the process of visualising and drawing enhance your reflection on the moments of connection you experienced?
· Were there any surprises or new insights that arose during this activity?
· How might recognising and appreciating different ways of connecting with God and others impact your relationships or spiritual practices going forward?
· In what ways can revisiting these drawings serve as a reminder of the meaningful connections in your life during challenging times?
· How might this activity influence your approach to expressing gratitude and fostering connections in the future?
6. Collaborative posters: In small groups, students use the work they completed in their reflective journals as inspiration to create a visual representation of what staying connected in God’s love looks like. Each group can present their poster to the class.
Debriefing questions:
· What common themes or feelings emerged as you shared your reflections and drawings with others?
· Did seeing the variety of drawings and reflections in the class gallery provide a sense of shared experiences or unique perspectives?
· What did you learn about yourself and others through this exercise, and how might it shape your understanding of the diverse ways people experience connection?
7. Song and reflection: Play a religious song that emphasises the theme of love and connection. Suggestions:
God’s love for us: Sing Hosanna – Deep and Wide | Bible Songs for Kids
Our love for others: Sing Hosanna – Love, Love | Bible Songs for Kids
Coming together in love: Sing Hosanna – Come and Go With Me | Bible Songs for Kids
For older students: Here I Am, Lord – Dan Schutte [OFFICIAL LYRIC VIDEO]
Find the score here. Chords here.
Background reading: 'Here I Am, Lord': The little-known story behind a Catholic hit
After listening, have a brief discussion about how the song made them feel and its connection to the lesson.
8. Chain of gratitude: Distribute small cards or paper strips. Ask each student to write or draw something they are grateful for and how it connects them to God or others. Connect these strips to create a ‘Chain of Gratitude’ in the classroom.
9. Guide students in a short meditation: Focus on connecting with God’s love. Encourage the students to close their eyes, breathe deeply, and reflect on the presence of God’s love in their lives.
Script:
· As you close your eyes and focus on your breath, what images or feelings do you notice during the meditation?
· Can you describe any memories or specific moments that come to mind as you reflect on the presence of God’s love?
· How do the slow, deep breaths during the meditation help you feel more connected to the moment and to God’s love?
· Do you experience a sense of peace or warmth at any point during the meditation, and if so, where do you feel it in your body?
· In what ways does the meditation help you visualise the connection between yourself and God’s love?
· Can you recall a particular time in your life when you felt God’s love, and does that memory surface during the meditation?
· How might remembering the feeling of God’s love from the meditation influence the way you interact with others or approach challenges throughout the day?
· Does the meditation provide insights that help you better understand the idea of staying connected with God in your everyday life?
Afterward, allow time for sharing any thoughts or feelings that arose during the meditation.
Suggested music: Catholic Meditation Music – One hour instrumental reflection hymns – Contemporary Christian Songs on Piano
10. Conclude with a closing prayer: The prayer expresses gratitude for the connections in their lives and asking for God’s guidance in staying connected in love.
Dear God, our loving Creator,
As we close this time of reflection and creativity,
we come before you with grateful hearts.
We thank you for the connections we have with you,
our family members, and friends.
In moments of quiet prayer, during religious classes,
and in the beauty of nature, we feel your presence.
We appreciate the love and support of our family and friends
who make our lives richer.
Guide us, O Lord, as we go forward,
that we may stay connected in love.
Help us to remember the moments we visualised and expressed today,
and may they serve as a reminder of the meaningful connections in our lives.
We ask for your guidance in showing love through our actions
and in staying connected with you and those around us.
Bless us, keep us, and fill our hearts with gratitude.?
In your name, we pray. Amen.
Lower secondary – understanding the value of connection and love
Objective: To explore the themes of human connection, materialism, and the true meaning of love as depicted in the article from Australian Catholics magazine.
1. Play Gaming the Gospels – What is love?
2. Conduct a large group discussion on the concept of connection and love. ?Ask students to write about their understanding of these terms and how they relate to their daily lives by responding to the following questions. They can then share their responses with a partner and then the class (think, pair, share).
· Write a definition of love in your own words, then look it up in the dictionary. How does your definition compare to the one in the dictionary? Are they the same or different? Why do you think this is? Do you need to update your definition? Why/why not? Explain.
· Write a definition of connection in your own words, then look it up in the dictionary. How does your definition compare to the one in the dictionary? Are they the same or different? Why do you think this is? Do you need to update your definition? Why/why not? Explain.
· Share your definitions, comparisons and explanations with a partner. How do your ideas compare to theirs?
· How would you personally define the concept of ‘connection’? How does it play a role in your life?
· In your view, what does the term ‘love’ mean, and how do you experience or express it in your daily life?
· Can you share an example from your own experiences where a strong connection with someone or an act of love had a significant impact on you?
· How do you think technology, social media, and the fast-paced nature of modern life influence the way people connect with each other and experience love?
· In what ways do you see the pursuit of materialistic goals impacting the sense of connection and love in society, as mentioned in the article?
3. Reading and discussion?Read ‘Popping bubbles’ by Jeremiah Abrokwah. In this article, a young writer relates how a cup of hot chocolate helped him realise how disconnected we all are.
Introduce the article by discussing the title and encouraging students to consider the importance of relationships over materialistic pursuits.
Have students read the article individually or in pairs. They can underline or highlight key points as they read and make note of any questions they would like to ask to help them understand it.
Facilitate a class discussion on key themes, asking questions such as: What does the author mean by the ‘massive bubble’ analogy? How does the author view the impact of materialism on our lives? What lesson does the author learn from their mother’s perspective on family and values?
Students then re-read the article silently and individually and answer the following questions.
· What analogy does the author use to describe the interconnectedness of human lives?
· According to the author, what is a humbling truth about the way people live in society?
· In the materialistic world described in the article, what are some examples of values that are often emphasised?
· How does the author’s mother’s experience as an immigrant contribute to the article’s message about the value of family and relationships over material possessions?
· What lesson does the author claim to have learned from his mother’s perspective on life?
· How does the article connect the materialistic world to the teachings of Jesus, and what is emphasised as the true purpose of humanity?
· According to the article, what makes life purposeful, and how can individuals contribute to this purpose?
· How does the author suggest individuals can step out of their ‘bubbles’ to make someone else’s day better, and why is this important?
· What Bible verse is referenced in the article, and how does it relate to the theme of love and connection?
· What is the overall message or moral of the article, and how does it encourage a sense of community and interconnectedness?
4. Biblical connections?Divide the class into groups and have them look up and read the following verses from the Bible and re-write them in their own words in modern-day language. The group then brainstorms ways in which the article connects with the article by Jeremiah Abrokwah. Groups can then share their ideas with the class.
· Love one another (John 13:34)
· Materialism and true values (Matthew 6:19-21)
· Connection and unity (1 Corinthians 12:12)
· The true purpose of humanity (Matthew 22:37-40)
· Making someone’s day (Proverbs 11:25)
· Jesus’ mission of love (John 15:12)
NB. Groups work more efficiently if every member has a role to play in helping the group to function. Suggested roles for group members include: timekeeper (keeps the group on track), spokesperson (communicates with the teacher to ask questions and present to the class), resources manager (makes sure the group has the right equipment to complete the task) and scribe (writes the notes). It’s best if every member has a job. You can add roles for larger groups like ‘problem solver’ or ‘researcher’. Or you can have a communicator and a spokesperson.
5. Reflection and journaling: Ask students to take a few minutes to reflect on the article individually. Prompt them to consider if they’ve ever experienced a similar realisation about the importance of relationships in their lives. Have students journal their reflections, emphasising the themes of connection, materialism, and the value of love.
Here are some questions to guide their reflections:
· Personal connection: Reflect on your own experiences related to the themes discussed. Consider moments when you felt a strong connection with others, times when materialistic pursuits may have influenced your perspective, and instances where you witnessed the importance of love and family.
· Questions and reflections: Write down any questions the article has raised for you. This could involve questioning societal norms, contemplating the role of materialism in your life, or considering how you prioritise relationships.
· Relate to others: Explore how the article’s themes resonate with people around you. Think about whether you’ve observed similar patterns in others’ lives or if you’ve had discussions about these topics with friends, family, or colleagues.
· Personal values: Consider your own values and beliefs regarding connection, love, and materialism. How do these values align or differ from the perspectives presented in the article?
Learnings from the author
· Reflect on the author’s insights, especially those derived from the story of the author’s mother. What lessons or perspectives have you gained from the article, and how might they impact your own views on life and relationships?
· Application in your life: Think about practical ways you can apply the lessons from the article in your daily life. This could involve reassessing priorities, valuing relationships over possessions, or making an effort to enhance connections with others.
· Express your thoughts: Write freely and expressively. There are no right or wrong answers. This is an opportunity for personal reflection, so let your thoughts flow onto the pages of your journal.
· Concluding thoughts: Summarise your reflections and conclude with any insights or resolutions you’ve gained from this process. Consider how this reflection might affect your future actions and interactions.
5. Group sharing?Form small groups and encourage students to share their reflections with their peers. Discuss commonalities and differences in their perspectives.
Facilitate a brief whole-class discussion on the insights gained from the group sharing.
6. Application activity: Challenge students to think of a simple gesture they can perform to make someone’s day better, aligning with the message in the article. Have each student share their planned gesture with the class or write it in their journal.
7. Conclusion: Summarise the key takeaways from the article, emphasising the importance of love, connection, and meaningful gestures. Can students recognise the connection between those things and the Bible verses? Conclude with a brief reflection on how understanding the value of connection can positively impact our relationships and the broader community.
8. Homework (optional): Encourage students to carry out the simple gesture they planned during the application activity and reflect on its impact.
Upper secondary – God is just a phone call away
1. Play Gaming the Gospels – Hear I am Lord
Ask the class: Why did we play that game? What point am I trying to make?
2. Play the ‘Odd One Out – listening game’ in Gaming the Gospels – listening to the Word.
Ask the class: Why did we play that game? What point am I trying to make?
3. Gaming the Gospels: The wisdom of the prophets
Ask the class: Why did we play that game? What point am I trying to make?
What conclusions can we draw, considering our experiences after playing all three games? What messaqge did the expereience send us about our communications with each other and God?
4. Read God is just a phone call away. Here, young writer Emily Moubarak writes about how mobile phone technology can be a tool for the faithful.
Students then answer the following questions:
· What is the initial concern raised in the article regarding the use of smartphones and social media in relation to faith?
· According to the article, how can social media be perceived as an obstacle to faith, and what are the potential negative effects mentioned?
· What is the key point emphasized about the impact of technology on faith, and what does the article suggest about the way technology is used?
· How does the author propose using the Reminders App to incorporate prayer into daily life?
· What is the purpose of the Twelve app, and how does it encourage engagement with the Word of God?
· In what ways does the article suggest using social media positively for faith, and why is it mentioned as a potential tool for connection?
· How can the Bible Gateway app contribute to one’s engagement with the Bible, according to the article?
· What is the recommendation regarding listening to Catholic podcasts, and how does it contribute to one’s faith journey?
· How does the #Bible: Verse of the Day app function, and what is its purpose in daily reflection on God’s word?
· What is the Bible Project App, and how does it assist in reading and understanding the Bible?
· Apart from apps, what other suggestion is given for engaging with Christian-themed content, and what are some examples of such content mentioned?
· What is the overarching message of the article regarding the relationship between technology and faith?
5. App exploration (individual or group activity): Ask students to explore one of the recommended apps mentioned in the article (eg, Twelve, Bible Gateway, #Bible: Verse of the Day) and present its features and benefits to the class.
6. Discussion forum (group activity): Divide the class into small groups and assign each group one aspect of the article (eg, using social media for faith, listening to podcasts). Have them discuss the advantages and potential pitfalls of each aspect, and then share their findings with the whole class.
7. Tech-enhanced prayer (individual activity): Have students experiment with the idea of using the Reminders App for daily prayer. Ask them to set reminders to pray or reflect on a verse using the app for a week and share their experiences.
8. Content review (individual or group activity): Assign students to watch one Christian-themed TV show or movie mentioned in the article (eg, The Chosen, Fatima) and write a brief review. They can discuss how the content impacted their faith or if it provided new insights.
Jesus on screen
9. Faith podcast recommendations (individual or group activity): Encourage students to explore and listen to a Catholic podcast on platforms like Spotify or Apple Music. Have them recommend a podcast episode to the class, explaining how it contributed to their understanding of faith.
10. Design brief: Have students write a design brief for their own mobile app design to help young Catholics connect with their faith or other young Catholics in meaningful and spiritual ways.