Year Level: Year 5

RELIGIOUS EDUCATION Semester: Semester One

Easter: Beyond the empty Tomb Duration

Strand CROSSWAYS Key Ideas CROSSWAYS Learning Outcomes

KEY IDEA 1: God and Revelation 3.1: Explores the Christian belief that God is revealed in
BELIEVING Students explore God’s presence in creation and God’s self- the activity of the Holy Spirit: in creation, Church and
revelation in Jesus Christ and the Holy Spirit. human experience.

KEY IDEA 7: Religious Authority for Ethics

Students explore how a critical understanding of the origins, 3.7: Explores ways that ethical values and codes are
LIVING
sources and principles of ethical codes contributes to responsible embedded in Scripture, Church teaching and ritual.
Christian living.

KEY IDEA 11: The Liturgical Year of the Church Students research
3.11 Examines scriptural texts to identify specific events in
and communicate how the life, death and resurrection of Jesus is
CELEBRATING the life of Jesus and shows how these are celebrated in
celebrated in the seasons and feasts of the Church’s Liturgical
liturgical services throughout the year.
Year.

Last modified: 22-Sep-19

 Australian Curriculum content embedded within this unit includes…
Content Descriptor(s)
Content Strand(s) Content Descriptor(s) Content Elaboration(s)
Reference Number

KI 1 O 3.1  Compare and contrast parallel passages from the Gospels

The contexts of the Gospel writers (e.g. purpose of
the writer, time of writing, intended audience, of Matthew and Luke, including the passion narratives.
point of view) shaped their Gospels.
KI 1 O 3.1  Uses the Year A, B, C (relevant for that year) Holy Week
The life, death and resurrection of Jesus
readings to enter into the feelings during Jesus’ last few
enable each person to know and experience
days.
God’s love.

Easter is the celebration of the resurrection KI 7 O 3.7 Display Easter symbols and their meanings using a range
of artistic styles. Egg, butterfly, sunrise, INRI, paschal
of the Lord. It is the central celebration in the
lamb, paschal candle, empty tomb, resurrection cross,
Church’s year as it brings the community
flowers, new life.
together to commemorate the passion, death
and resurrection of Jesus.
KI 11 O 3.11  Explore the themes and symbols of a given season as it
In the Liturgical Year the Church celebrates
relates to the whole Liturgical Year, make links to the
the life, ministry, passion, death and
stories of Jesus in the scriptures.
resurrection of Jesus.

General Capabilities embedded within this unit include…

LIT NUM ICT CCT EU PSC IC

Cross-curriculum Priorities embedded within this unit include…

ATSI ASIA SUST

Scripture Reference Vocabulary

Last modified: 22-Sep-19

 Resources
Religious Education Support Material

Unit – Easter beyond the tomb (3.11)

ASSESSMENT FOR

DESCRIPTOR
(Reference #)

CAPABILITY
TEACHING STRATEGIES & LEARNING OPPORTUNITIES LEARNING INTENTIONS LEARNING

CONTENT
List the types of teaching strategies and learning (ratio of ASSESSMENT OF
opportunities students will engage with to meet the above At the completion of this learning opportunity 1 formative for 1 LEARNING
content descriptors. students should be able to ... summative including AS
learning strategies.

Task 1:
Record and draw symbols of new life on
individual poster paper. e.g.: egg, chicken, Have an understanding on new life and
rabbit. In groups students go around and KI 7 0 3.7 symbols of Easter.
brainstorm reasons why these are important to
Easter and what they represent on the poster KI 1 0 3.11
paper. Have class discussion of how this can link
to new life and why this is important in the time
of Easter.

Task 2:
A science experiment that helps kids visualize
how people would have been in disbelief that Students will have an understanding on
something they thought was impossible isn’t the disbelief that people may have felt
impossible. It involves sucking a hard boiled egg KI 1 0 3.1 when they heard the impossible had
into a glass bottle, and then getting it out again happened, that Jesus had risen.

Last modified: 22-Sep-19

Needed: one hard boiled egg, peeled.
One 1 litre Tropicana like juice bottle.
Boiling water.
Pour boiling water into juice bottle. Tell Easter
story up to where Jesus is put into the tomb.
Puur water out and then place egg (pointy end
down) on top of bottle. Egg will get sucked into
bottle as glass cools. Ask students if they
believe that it can come back out.
To get egg out of bottle you have to do the
unexpected thing. Instead of sucking the egg
out, you have to cover the top of bottle with
your mouth and blow as hard as you can into
bottle. When you remove your mouth from
bottle, egg will shoot out! Jesus is risen! God's
surprise!
Task 3: Read the gospel of Matthew 4:1-11
as a class discuss the meaning of the story.
Brainstorm and record the meaning of
‘temptation’. In small groups students record Students will gain a deeper
things that would be temptations for them. understanding of temptation and link
KI 1 0 3.1 this to the gospel of Matthew 4:1-11
When you are faced with temptation what are
some things you do to help you make the
right/correct decisions?
Get students to imagine they are going to the
desert. You can only take 6 objects. What do
you choose to take and why?

Task 4: Read Gospel of Matthew 17:1-9:

As a class make a list of things you fear. Discuss
Students will gain a deeper
how you get over these fears. What are some
KI 1 0 3.1 understanding of fear and link this to the
things that you used to fear that you do not fear
gospel of Matthew 17:1-9. They will
have a deeper understanding as they
Last modified: 22-Sep-19
anymore? Discuss how and why fears change as look at the emotions and link it to their
you get older. own emotions.
Give students a copy of the gospel broken up in
sections students are then asked to record an
emotion that depicts the section of the gospel.

Task 5 – Gospel of John 4: 5-15, 19b-26, 39a,

40-42: Reflect on the symbol of water. Water is
life for many people. Students name the many
uses of water and the ways in which we depend This will deepen their understanding of the
on water for life. Discuss and record: How does gospel of John and broaden their
KI 7 0 3.7 knowledge of what thirst is.
the word of God revitalise us? This can be
presented as a poster or in RE books with
information coming from a water fall or another
water source.
Draw a picture of a well in the classroom and
speak to the students about how we could fill
the well with things in world which people
thirst. What could we do in the time of lent to
help other with things that they thirst. As
students come up with gestures they can write
these on a water drop to fill the well.

Task 6: Read Gospel of John 9:1, 6-12, 35-38

This gospel reading focuses on Jesus as the light
of the world. Each of us can follow in Jesus
footsteps by being the light of the world. Each
Ki 1 0 3.1
student writes their name on a piece of a3
paper and then students write on each other’s
sheets how they are the light of the world.

Last modified: 22-Sep-19

During this task student are to be inclusive and
write on every bodies sheets. Sheets can be
displayed after this task.

Task 7 - Compare and contrast

Students will gain a deeper
Students split into 4 groups and are given a
understanding pf the Easter story and
reading each.
how different accounts have similarities.
Mark 16:1-20
Matthew 28:1- 20
Luke 24 KI 11 0 3.1
John 20
They each read their own as a group and
practice reading parts. Students will then come
up and read their own to the class. Discuss and
record ideas about the similarities and
differences between each account.

Task 8- : Timeline
Students will gain an understanding of holy
Build a timeline of the Easter events from the
week and Easter. They will be able to
beginning of Holy Week up until the Feast of KI 11 0 3.11
represent this in different ways.
Pentecost.
Task 9- : Art activities
Choice from multiple different activities that
represent the Easter story, liturgical year and
symbols. (Ideas in folder)
Assessment task
Recreate the story of Easter using movie maker
(Assessment in folder)

Last modified: 22-Sep-19