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Lesson five - pages
10/11
Earthquake rescue
Aim for the
book
To give children the opportunity to explore
what Christians believe about both the nature of God and humans,
by studying hands.
Learning objectives
- To know that
hands are strong and that we can all use them to help others.
- To be able to identify things that
are important to us that we sometimes hold in our hands.
- To understand that people and objects
are valuable and precious to us.
Bible reference
James 4.1-2
Background
The image of using hands to make and to do flows as a rich seam
throughout the Christian tradition. Hands are held out in supplication
as hands are held out to grasp and to seek help. For Christians
God's grace and love is not earned; it is like the hand held out,
ready to be grasped, and the response is to be made by each person.
There are two images that help to explain this idea. Just as a mother
cat picks up her kittens, so Christians believe God's grace and
love can pick each person up and pluck them from danger. Some Christians
use the image of a baby monkey clinging on to its mother; so Christians
'cling' to God.
Key words
- Rescue
- Care
- Love
- Help
- Nurture
- Strength
- Hold
- Grapple
- Clutching
- Grab
- Pull
- Heave
- Touch
- Hands
Activity one - rescue operations
- You will need
A variety of newspaper and magazine articles
and video clips about rescue operations.
Collage paper and glue stick.
Coloured pens, pencils, crayons or pastels.
- Start
Share the purpose of the lesson. Talk about
the pictures and tell the children that together you will find
and read about other rescue operations. Ask them to write a
little about the piece that interests them the most and why
it interests them. Then they should stick the newspaper cuttings and
pieces of writing on the coloured paper, keeping those relating to the
same topic near each other.
In a large class circle, discuss how important
it is to rescue others. Why do we do it even when sometimes our own
lives may be at risk? Has anyone ever been rescued or been part
of a rescue, maybe for a younger or older sibling? What might
the people involved have felt about it all?
Maybe remind the children of Jesus'
Parable of the Lost Sheep. How did the sheep feel and how did
the shepherd feel?
- Assessment Opportunities
Can the children think and/or articulate
their feelings?
Activity two - meet someone new
- You will need
A nurse or carer who is willing to talk
openly and specifically about the work they do with their hands
in the community.
A digital, video or ordinary camera, or a
tape recorder to make a record of the event.
Prepared questions from the children for
them to ask.
- Start
Share the purpose of the lesson with the children.
Introduce the nurse/carer and ask the children to think and say
what the person does with their hands.
- Develop
Take photographs, film, or a tape recording
of the guest with the children. Ask them to talk about their
work, specifically relating it to their hands and the jobs their
hands do every day. Is there anything they have done recently
which has been particularly difficult to do?
What part of their work is really
important and why?
Take photographs of your guest's hands
so the children can study them later and see how special they
are. At a later date the children could make sketches of their
own hands and compare their hands to the ones in the photographs.
- End
In a class circle ask the children if they
would like to work with their hands in a similar way to the
nurse or carer.
What is really important about the
job nurses and carers do, and why?
Ask your guest what their favourite
part of their work is, and why.
- Assessment opportunities
Can the children discuss and describe the
role of a nurse or carer and say how important their hands are
to their work?
Activity three - precious
things
You will need
Art materials.
Hand-held magnifiers.
A camera.
Precious things brought in by the teacher,
children or both.
Start
Share the purpose of the lesson with the children.
Ask the children why we have brought these objects into school.
Listen to their answers and get them to think carefully about
each one.
Look at each object, using a magnifier
to examine it. What is it made from? Why it is precious to the
person who brought it in? Record children's key words on a white/black
board for all to see.
Define the word 'precious' - what does
it mean? Record on the white/black board all the children's ideas.
Develop
Take photographs of the children with their
precious object or record them in another way. Ask them to draw their
object and write a little about why it is so important to them.
Why is the teacher's object so precious
to the teacher? Can they guess? Are they right?
End
In a large class circle, ask the children
what they think is the most precious thing to a parent/grandparent.
Are these things still objects now or are they people?
Can the children see that in spite of
their material worth, it is people and their safety and welfare
that are so important to us all? Ask the children why, during
a fire practice, we take only the people outside? Why don't we
rescue the coats and books and chairs? Why do we make every effort
to save people? When are objects really important?
Assessment opportunities
Can the children discuss and say why some
objects are important and precious to us? Can they discuss what
is more important than any object and say why?
Activity checklist
Activity one - rescue operations
A variety of newspaper and magazine articles
and video clips about rescue operations.
Collage paper and glue stick.
Coloured pens, pencils, crayons or pastels.
Activity two - meet someone new
A nurse or carer who is willing to talk openly
and specifically about the work they do with their hands in the
community.
A digital, video or ordinary camera, or
a tape recorder to make a record of the event.
Prepared questions from the children for
them to ask.
Activity three - precious things
Art materials
Hand-held magnifiers
A camera
Precious things brought in by the teacher, children or both.
Web site links
For further information, look at the links
section of this site.
http://www.sciencenews.org/sn_arc99/8_28_99/fob2.htm
http://www.disasterrelief.org/Disasters/990817Turkey2/
©
Trudie Bateman
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