2.Images of wind and fire helped the people of the early Christian community express their experience of the presence of God
Students will learn:
- about the biblical images used to express the presence of God
- to explore the Pentecost event and the significance of the symbols of wind and fire
In the Bible there are many symbols of the presence of God. Fire and wind are but two. In exploring these two symbols, and the symbol of water, spend some time relating them to the Australian experience, particularly fire and water (bush fires, back burning, regeneration of the Australian bush after the destruction of fire, flood and drought and the need for water). These elements are life-giving on one hand, and can be destructive on the other. Allow children the time to explore these elements. They are what make the symbols so rich.
God is beyond our limited symbols, however, symbols help us understand something of the mystery of God.
Retrieved from Catholic Education Office Sydney, 2013.
- about the biblical images used to express the presence of God
- to explore the Pentecost event and the significance of the symbols of wind and fire
In the Bible there are many symbols of the presence of God. Fire and wind are but two. In exploring these two symbols, and the symbol of water, spend some time relating them to the Australian experience, particularly fire and water (bush fires, back burning, regeneration of the Australian bush after the destruction of fire, flood and drought and the need for water). These elements are life-giving on one hand, and can be destructive on the other. Allow children the time to explore these elements. They are what make the symbols so rich.
God is beyond our limited symbols, however, symbols help us understand something of the mystery of God.
Retrieved from Catholic Education Office Sydney, 2013.
The below visual supports are some images that can be used teach students about the presence of God. Teachers can use the statement "You cant see it but you can feel its effect" as a foundation for exploring this concept and it can also be related to the presence of the Holy Spirit. These resources provide teachers with a variety of areas to explore the presence of God including incense at mass, people gathered in prayer and also the Host and Chalice. Students should further be encouraged to explore the presence of God in their own lives. Using these visual aids at the start of the unit again aim to foster Blooms Taxonomies lower level questioning with a focus on remembering and understanding and ultimately support various visual learning styles..
The focus of these images is looking at the meaning and significance behind wind, fire and the dove associated with the Pentecost. These visuals allow for other KLA's to be explored e.g. Visual Arts.
Teachers should make it clear to students that with the image of the wind that although wind cannot be seen it can be felt as well as its effects. This visual is a sound way to relate the symbol of wind back to the presence of God as we cannot actually 'see' him but we can certainly 'feel' him. Another appropriate resource teachers can include to link with this image could be sounds of wind either using musical instruments in the class which according to Gardner will appeal to the musical learners within the classroom and encourage them to develop a connection with the content.
With the last visual image, issues may arise from the variety of people depicted and their clothing- appearing to be quite modern as well as appearing to be from various cultures across the globe. It is still suitable to use this, teachers just need to put that out to students the issue and get students to question the issues portrayed in the visual which would be a great segway into source reliability and accuracy- a common theme in religious education. This deeper analysing of the image is related to Blooms Taxonomy Higher order thinking.
Teachers should make it clear to students that with the image of the wind that although wind cannot be seen it can be felt as well as its effects. This visual is a sound way to relate the symbol of wind back to the presence of God as we cannot actually 'see' him but we can certainly 'feel' him. Another appropriate resource teachers can include to link with this image could be sounds of wind either using musical instruments in the class which according to Gardner will appeal to the musical learners within the classroom and encourage them to develop a connection with the content.
With the last visual image, issues may arise from the variety of people depicted and their clothing- appearing to be quite modern as well as appearing to be from various cultures across the globe. It is still suitable to use this, teachers just need to put that out to students the issue and get students to question the issues portrayed in the visual which would be a great segway into source reliability and accuracy- a common theme in religious education. This deeper analysing of the image is related to Blooms Taxonomy Higher order thinking.
Below is a video for students to help revisit the story of the Pentecost, which builds on their previous unit We Celebrate the Sacraments. This video would capture Year 6 students attention as it is not just a typical 'video' it actually takes the form of a News show making it more enchanting and appealing to their age group. This resource is highly appropriate to stage three students as they often are encouraged to engage in mock interviews, role play and debate in other areas in the classroom. With planning and modifications this video couls be easily incorporated to activities that support Gardener's Linguistic and Interpersonal intelligences.