Lesson Notes By Weeks and Term v3 - Primary 1
Things that God created
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Things that God created
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Subject: Christian Religious Studies
Class: Primary 1
Term: 1st Term
Week: 2
Theme: The Goodness Of God
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Watch on YouTubePupils should be able to List three things God created List three things made by human beings
This section provides the essential content and background information for the teacher.
A. God as the Creator: Definition of Creator: A Creator is someone who makes something out of nothing or brings something into existence that was not there before.
God's Unique Role: God is unique because He created everything in the universe without needing any help or pre-existing materials. He simply spoke, and it came into being. This demonstrates His immense power, wisdom, and goodness.
Biblical Foundation: The Bible, especially the book of Genesis, teaches that God created the heavens and the earth and all that is in them. (Genesis 1:1)
B. Things God Created (Natural Creations): These are things that came into existence by God's direct command and power. They are often referred to as natural things.
Examples: Celestial Bodies: The sun (which gives light and warmth), the moon (which shines at night), and the stars.
Earth and its Features: Land, water bodies (rivers like River Niger, lakes, oceans, streams), mountains, valleys.
Plant Life: All kinds of plants, from mighty trees (like the Iroko tree or mango tree common in Nigeria) to small grasses, flowers, and food crops (yam, cassava, maize, plantain). These grow by themselves from seeds God made.
Animal Life: All creatures that move, including domestic animals (goats, chickens, cows, dogs), wild animals (lions, elephants), birds (eagles, sparrows), fish, and insects. They reproduce according to their kind.
Human Beings: God created the first man and woman (Adam and Eve) in His own image, and all people are descendants of them. Every human being is a unique creation of God.
Characteristics of God's Creations: They are self-sustaining or naturally reproducing (e.g., plants grow, animals multiply). They often serve fundamental purposes for life (e.g., sun for light, water for drinking, plants/animals for food). They possess inherent beauty and complexity that human beings cannot fully replicate.
C. Things Made by Human Beings (Man-Made Creations / Artificial Creations): These are things that human beings construct, design, or assemble using materials that God originally created. Humans use their intelligence and skills, given by God, to transform natural resources into useful items.
Examples: Structures: Houses, schools, churches, markets, roads, bridges, cars, bicycles.
Tools and Utensils: Tables, chairs, books, pens, hoes, cutlasses, cooking pots, plates, phones.
Clothing: Dresses, shirts, trousers, shoes, bags (made from cotton, leather, synthetic materials).
Art and Crafts: Carved wooden stools, woven baskets, paintings, traditional attire.
Characteristics of Man-Made Creations: They require human effort, planning, and skill to produce. They are made from pre-existing raw materials (e.g., wood from trees, sand, iron ore, cotton from plants, animal hides). They are designed to serve specific human needs or desires.
D. Distinguishing Between God's Creations and Man-Made Things: The fundamental difference lies in their origin and the source of their existence.
God's Creation: Came directly from God's power and word; often self-sustaining or naturally occurring.
Man-Made: Created by humans using materials and intelligence provided by God; requires continuous human input for creation and maintenance.
Simple Analogy: A tree grows naturally (God-made), but a table is made from wood from the tree (man-made). A human being is born (God-made), but a doll is manufactured (man-made). This section outlines the step-by-step activities for lesson delivery.
A. Introduction (10 minutes)
Teacher Activity: The teacher begins by asking pupils to observe their surroundings, inside and outside the classroom. The teacher could point to various items and ask, "Who made this?" "Who made the floor we are standing on?" "Who made the chair you are sitting on?" "Who made the tree outside the window?" "Who made the sun we see every day?" "Who made YOU?" Student Activity: Pupils respond to the questions, using their prior knowledge. The teacher guides them towards understanding that some things are naturally present, while others are built.
Teacher Activity: The teacher introduces the topic by stating that today's lesson will help them understand the difference between things God created and things human beings made. The teacher can lead a simple, familiar song about creation (e.g., "He's got the whole world in His hands").
B. Explanation and Demonstration (15 minutes)
Teacher Activity: The teacher explains the concept of God as the Creator, using simple language. "God made everything that we see and don't see, all by Himself, because He is very powerful." The teacher shows pictures or real objects of things God created (e.g., a leaf, a stone, a picture of the sun, an animal). The teacher then introduces things made by human beings, emphasizing that humans use materials God provided. The teacher shows pictures or real objects of man-made things (e.g., a pen, a book, a piece of cloth, a picture of a house).
Student Activity: Pupils observe the pictures/objects, listen attentively, and repeat key terms like "God created" and "man-made" after the teacher. They participate by identifying objects presented by the teacher as either God-made or man-made.
Teacher Activity: The teacher reinforces the distinction, using clear examples from the local Nigerian context. "Who made the big mango tree in our school compound?" (God) "Who made this school building?" (Man) "Who made a goat?" (God) "Who made the clothes you are wearing?" (Man)
C. Active Learning / Engagement (15 minutes)
Teacher Activity: The teacher leads a "Show and Tell" activity or a categorization game. The teacher displays several real objects or pictures (e.g., an orange, a pencil, a toy car, a flower, a stone, a pair of sandals, a picture of a river, a picture of a bicycle). The teacher picks up an item and asks, "Is this God-made or man-made?" Alternatively, the teacher can create two designated areas in the classroom (e.g., one labelled "God Made" and another "Man Made") and have pupils place pictures or objects in the correct category.
Student Activity: Pupils actively participate by identifying and categorizing the items presented. They raise their hands, shout out answers, or walk to place items in the correct category. This promotes interactive learning and helps solidify their understanding.
Teacher Activity: The teacher provides positive reinforcement and corrects misconceptions gently, reiterating explanations as needed. This section provides scaffolded questions to check understanding during the lesson, with immediate feedback.
Question 1: Look around our classroom. Name one thing God created.
Expected Solution: A pupil might say "me" (a person), or "my friend" (another person), or point to a plant if there's one in the classroom, or mention the sunlight coming through the window. Teacher's
Commentary: The teacher acknowledges the correct answer and praises the pupil. If incorrect, the teacher gently guides the pupil to observe natural elements.
Question 2: Name one thing that human beings made that you can see in this classroom.
Expected Solution: A pupil might say "table," "chair," "chalk," "board," "book," or "our uniforms." Teacher's
Commentary: The teacher confirms the answer and explains that humans used materials like wood, plastic, or fabric to make these items.
Question 3: Is a cow an example of something God created or something man made?
Expected Solution: God created. Teacher's
Commentary: The teacher confirms, explaining that cows grow and reproduce naturally, providing milk and meat for people, which is God's provision.
Question 4: Your house is where you live. Is your house something God created or something man made?
Expected Solution: Man made. Teacher's
Commentary: The teacher affirms, explaining that people used sand, cement, wood, and other materials to build houses to live in, providing shelter from sun and rain.
Question 5: List two things that God created.
Expected Solution: Sun, trees, water, birds, humans, fish, animals (any two appropriate examples). Teacher's
Commentary: The teacher checks if the listed items are indeed natural creations. This directly targets the first performance objective.
A. Differentiation and Remediation (for struggling learners): Visual Aids Reinforcement: For pupils who struggle to grasp the concept, use an abundance of very clear, large pictures of items from both categories. Provide real objects where possible.
Repetitive Identification: Engage in frequent, quick identification games where the teacher holds up an object/picture and the pupil simply says "God made" or "Man made." Focus on one example from each category at a time.
Peer Support: Pair struggling learners with more capable peers during activities. The stronger pupil can model the correct responses and provide gentle guidance.
Simplified Drawing: Provide outlines or templates for drawing activities, allowing struggling learners to trace simple plants and animals rather than drawing freehand. Focus on one item from each category first.
Verbal Prompts: Use leading questions or prompts: "Does this grow by itself, or did someone build it?"
B. Extension (for high-achieving learners): Expanded Listing: Challenge these pupils to list more than three items for each category and identify less common examples.
Creative Expression: Ask them to create a simple "God's Creations vs. Man-Made" poster using drawings and labels. Encourage them to use colors and details.
Reasoning and Purpose: Encourage them to think about why God created certain things (e.g., "Why do you think God made the sun?" "Why do you think God made trees?"). Similarly, ask why humans make certain things (e.g., "Why do we build houses?").
Linking Materials: Ask them to identify the natural material used to make a man-made item (e.g., "What did God create that man used to make this wooden table?").
Environmental Stewardship and Appreciation: By recognizing God as the Creator of plants, animals, and natural resources like water bodies and land, pupils learn to appreciate the environment around them (e.g., the lush vegetation in many parts of Nigeria, the animals they see in their villages). This understanding encourages them to care for God's creation by not littering, planting trees, and respecting animals. It connects CRS to basic environmental education.
Gratitude and Provision: Understanding that God created the sun, rain, and fertile land helps pupils realize that God provides for their basic needs. They can see how crops like yam, cassava, and maize, and animals like goats and chickens (all God's creations), provide food. This fosters a sense of gratitude to God for His goodness and abundant provision in their lives, relating directly to the theme "The Goodness of God." Community Development and Human Ingenuity: Pupils observe many man-made structures in their communities – houses, schools, roads, markets, cars, and tools used for farming or trade. Recognizing these as "man-made" helps them understand that people use their God-given intelligence and skills to build and improve their communities. This highlights the value of human effort, creativity, and cooperation in daily Nigerian life, reinforcing the idea that even human work is a reflection of God's wisdom.