Level: 1 Grade: Prep
In this unit students explore the experience of God as protector. They are introduced to stories about Moses and David who were protected by God and in turn led and protected their people. Students identify people in their own lives who are sources of
God’s love and protection.
In planning to teach this unit the following references from the Catechism of the
Catholic Church and the Compendium of the Catechism of the Catholic Church are recommended:
#40 Since our knowledge of God is limited, our language about him is equally so. We can name God only by taking creatures as our starting point, and in accordance with our limited human ways of knowing and thinking.
(See Compendium #4 How can we speak about God?
)
#42 God transcends all creatures. We must therefore continually purify our language of everything in it that is limited, image-bound or imperfect, if we are not to confuse our image of God – ‘the inexpressible, the incomprehensible, the invisible, the ungraspable’
– with our human representations. Our human words always fall short of the mystery of
God.
(See Compendium #4 How can we speak about God?
)
#274 ‘Nothing is more apt to confirm our faith and hope than holding it fixed in our minds that nothing is impossible with God. Once our reason has grasped the idea of
God's almighty power it will easily and without any hesitation admit everything that [the
Creed] will afterwards propose for us to believe – even if they be great and marvellous things, far above the ordinary laws of nature’.
(See Compendium #50 What does it mean to say that God is almighty?
)
#62 God formed Israel as his people by freeing them from slavery in Egypt. He established with them the covenant of Mount Sinai and, through Moses, gave them his law so that they would recognise him and serve him as the one living and true God, the provident Father and just judge, and so that they would look for the promised Saviour.
(See Compendium #8 What are the next stages of God’s revelation?
)
#2579 David is par excellence the king ‘after God's own heart’, the shepherd who prays for his people and prays in their name. His submission to the will of God, his praise, and his repentance, will be a model for the prayer of the people.
(See Compendium #8 What are the next stages of God’s revelation?
)
Throughout history God has raised up people who are voices of hope and salvation, particularly in times of despair or hopelessness. They are signs of God’s great faithfulness and unconditional love for God’s people. Among these many figures are
David and Moses. Both were ordinary men who were asked to take on extraordinary roles among their people. What do you know about their stories? How did they offer
God’s hope to the people they led? Who are people in more recent times that have
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been voices of God’s hope and love? Are there people in your own life who have risen up as a source of comfort and hope to you?
One image of God is that of protector. Other related metaphors are to be found throughout the Old Testament: God is our shield , our fortress, our rock , our refuge , our shade and shelter , and our hiding place . Both testaments talk of having trust in the Lord and not being afraid, and of being looked after by the Shepherd. These experiences of
God arise in times of fear, distress and suffering. The images speak of a God who doesn’t necessarily intervene to prevent suffering, but who brings people through suffering and fear. For Christians this is embodied in the resurrection of Jesus Christ and in the evolution of the early Christian community.
Recall a time you have experienced God in this way. Are there challenges or questions that arise from this way of imagining God?
There are many places in the world where people live with suffering. What do you ask of God for these people and places?
Students have a natural sense of wonder and appreciation of the world around them.
How can we lead students to develop a sense of God’s constant presence in their lives?
Most students experience protection and love through their immediate family and social situations. These relationships shape their concepts and images of God. Can students identify people they feel safe with and protected by? How can students explore their understanding of God as the giver of strength and protection?
At school and at home students experience strong leadership role models. They are coming to an understanding that leadership involves being chosen, having responsibility, and being supported in the role. What opportunities are given for students to experience leadership?
Ex 2: 1 –10 The Birth of Moses
The birth of Moses is a story of how God stands close to those who suffer by raising up people who act with courage and wisdom. The tiny baby Moses was saved from certain death by the kindness of a woman who was not his mother. The irony is that she was the daughter of Pharaoh who had ordered the killing of all the Hebrew baby boys. In fact Moses was saved by the cleverness and ingenuity of three women – his mother
Jochebed, his sister Miria m and Pharaoh’s daughter. God saved Moses through the courage, intelligence and initiative of these spirited women.
1 Sam 16: 1
–13
David is Anointed
The story of King David’s anointing is quite surprising. God chose David to be king when he was only a boy, the youngest in his family, and a shepherd at that! King Saul, the current king, had been rejected. God sent Samuel, the last of the judges, to Jesse, who was David’s father, to anoint one of his sons as king. All of Jesse’s sons were brought in except David, who was considered not old enough to be king. Jesse had fine looking sons, but God did not choose any of them. Instead God chose the one no one expected. He chose David as king because ‘God does not see as people see; people
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look at appearances bu t God looks at the heart’ (v. 7) and he is always with us. This is also a great story of one who was to be a leader, yet was such a simple man.
1 Sam 17: 1 –54 David and Goliath
The whole of Chapter 17 is a story about Goliath, the warrior giant of the Philistines. He was one of their troopers – six cubits and a bit tall. A cubit is the length from the elbow to the tip of the fingers on a man’s arm, so Goliath was quite tall. In reading this text a keen eye will discern repetition, which may indicate the work of editors on the text as well as different traditions behind the text. David accepted the challenge to fight this large warrior. King Saul offered David his own armour as protection. This suggests that
David must have been a tall man himself because Saul was tall, and the armour would have been useless if it did not fit. However, David refused it and took only a small sling shot with him to battle this giant. Armed with such a simple weapon he killed the large
Philistine with one shot from his sling. No doubt he had practised while guarding his father’s sheep from marauding animals. It is a remarkable image of the strength of the weak and the small overcoming the mighty with the help of God. It can provide encouragement to us all, and remind us that God is always with us. David had faith in
God’s protection and faithfulness.

Gather the children in a circle. Choose three or four of them each day to stand, one by one, in the centre of the circle to be prayed for by the rest of the class. Use the prayer in KWL , 2nd edn, Prep/Kindergarten, Chapter 13, p. 99.

Fill a glass jug or bottle with olive oil and perfume. Allow the children to smell the lovely fragrance of the oil. Place it at the centre of the prayer table. Surround it with a circle of tea lights which will be lit for class prayer. Explain that this is the kind of oil with which King David was anointed. Pray a Psalm of David, e.g. Psalm 23 (see
Children’s Psalms to Pray, Sing and Do , David Haas, p. 62).

Use a clapping rhythm or percussion instruments to accompany the prayer in KWL ,
2nd edn, Prep/Kindergarten, Chapter 15, p. 119.

Invite the children to draw an invisible circle around themselves and to sit in the centre of it. Ask them to close their eyes and imagine the strength and love of God as a protecting circle all the way around them. Allow a few moments for this guided reflection.
 Learn a hymn about God’s love and protection, such as Share the Light (OCP
Publications) to use for class prayer during this unit.
KWL
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
Ways people of the Old Testament experienced God as protector and guide.

People in the Old Testament and people in students’ lives who guide and protect.

The location, characters and events of the scripture story of the birth of Moses.

The characters and events of the scripture stories of David.

Express their ideas and feelings in relation to scripture stories.

Relate what they have learned about
Moses and David to their own experiences of leadership.

Participate in class prayer sessions.

Be part of guided reflection.
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Part 1: Moses
Additional Reading for Teachers
Moses is a key figure in the unfolding story of the Israelite people. He was chosen by God to lead the Israelites from slavery in Egypt to freedom in the promised land. The journey from slavery to freedom involved the event of the first Passover, the crossing of the Red
Sea and forty years of wandering in the desert
– a time of emotional upheaval, uncertainty and struggle, but also a time in which the
Israelites were formed and united as one people.
God speaks to Moses in the story of the burning bush. The ground he is standing on is holy ground, because he is in God’s presence. Moses was told by God that he must go to the Pharaoh and ask him to let the people go. The event of crossing the Red Sea and the sojourn of forty years in the desert confirm Moses as leader of the people.
Learning & Teaching Sequence
Telling the Story

Immerse students in picture story books about being protected and guided.

Explore with students ways in which their parents, grandparents and others protect and guide them. Lead them to understand that they are gifts from
God.

Students identify significant leaders in their lives who protect and guide them, e.g. teachers, principal, extended family, family friends etc.
These people are gifts from God to us.

Introduce students to the story of
Moses. Consider viewing the DVD
‘The Prince of Egypt’ depicting the early life of Moses.
Wondering
Invite st udents to wonder with you using the ‘I wonder’ from KWL , 2nd edn,
Prep/Kindergarten, Chapter 13, p. 98.
Telling the Story
Use concrete materials to tell the story of the birth of Moses (Ex 2: 1 –10).
Assessment
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Additional Reading for Teachers Learning & Teaching Sequence
Responding

As a whole class students contribute written or illustrated information to a Tchart detailing the similarities and differences between the film about
Moses’ story and the story from the
Bible.
Film Bible
Assessment
Assessment of Learning
These tasks will indicate students
’ knowledge of the setting, characters and events of
Exodus 2: 1-10.

Students illustrate different scenes from the story of Moses. When illustrations are complete the teacher photographs them using a digital camera. Use these images to make a slide show and create appropriate text to make a class book/PowerPoint presentation on Moses.

In small groups students read the story of the birth of Moses from KWL , 2nd edn, Prep/Kindergarten, Chapter 13, pp. 92
–97.
Suggested Home Activity
Throughout the unit students take turns in taking a doll (the baby Moses) home to tell their parents the story of Moses.
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Additional Reading for Teachers Learning & Teaching Sequence
Responding
Students complete a story ladder graphic organiser to sequence the key events in the story of the birth of Moses by drawing a picture or adding text about each event between the rungs on the ladder, e.g:
The princess calls the baby Moses
Miriam finds a nurse for the baby
The princess finds a baby
A baby is placed in a basket
A baby is born
This story ladder can be cut up for a sequencing activity.
Praying the Word
Place a representation of the infant Moses in a cane basket in the prayer place. See
‘Possibilities for Prayer and Worship’.
Assessment
Assessment of Learning
This task will indicate students’ knowledge of the characters and events surrounding the story of Moses’ birth.
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Part 2: David, Anointed By God
Additional Reading for Teachers
Anointing With Oil : When kings were appointed to be rulers of the people they were anointed with oil. This symbolised that they were being s trengthened and given God’s help in their new role. The anointing set them apart as being especially chosen. At baptism we are anointed with the oil of chrism. This is a sign that we have been strengthened and consecrated by God for our new role as a
Christian in the world.
Confirmation is also a sacrament of
Initiation. Anointing with the oil of chrism is part of the celebration of the sacrament. It confirms and ‘seals’ our baptism.
Chrism means ‘anointing’. It comes from the word Christ , w hich means ‘anointed one’.
David was the unlikely one to be chosen by
God to be king of Israel. He was a shepherd, and the youngest of his brothers. David’s story reflects courage, leadership and being chosen by God. His courage and astuteness are best seen in his encounter with Goliath.
Some of the psalms are attributed to King
David.
Learning & Teaching Sequence
Telling the Story

Discuss with students what happens during baptism (blessed with water, anointed with oil). Show students pictures or an example of the oil used at baptism.

Teacher tells the story of the anointing of David in 1 Samuel 17: 32 –37 using
3D materials.
Wondering
Invite students to wonder with you using the ‘I wonder’ from KWL , 2nd edn,
Prep/Kindergarten, Chapter 14, p. 108 to make the link between Baptism, Confirmation and Anointing.
Responding


Students retell the story of the anointing of David by using 3D materials, through artwork, dramatisation, or using playdough figures they have made.
In small groups students read the story of David from KWL , 2nd edn,
Prep/Kindergarten, Chapter 14, pp.
100 –107.
Assessment
Assessment of Learning
This task will indicate students’ abilities to retell the story through a range of media.
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Additional Reading for Teachers Learning & Teaching Sequence
Wondering
Invite students to wonder with you:

I wonder if you can remember what a shepherd is?
Show the students different visual images of shepherds.

I wonder why God chose David to be a leader?
 I wonder how God’s Holy Spirit helped
David?

I wonder why Samuel anointed David?
Praying the Word
Students gather around the prayer place to participate in class prayer session (see
‘Possibilities for Prayer and Worship’).
Telling the Story
Retell the story of David and Goliath using 3D concrete materials.
Wondering
Invite students to wonder with you:
I wonder why David chose to join his brothers in the fight?
I wonder how big Goliath seemed to
David?
‘I wonder’ from KWL , 2nd edn,
Prep/Kindergarten, Chapter 15, p. 118.
Assessment
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Additional Reading for Teachers Learning & Teaching Sequence
Responding

Students paint, dramatise or use playdough to depict their favourite part of the story of David and Goliath.
Students share with the class their favourite part of the David and Goliath story.

In small groups students read the story of David and Goliath from KWL , 2nd edn, Prep/Kindergarten, Chapter 15, pp. 110 –117.

Students make their own storybook about David and Goliath, sequencing the key events of the story. Students write a sentence under each picture to describe what occurred.

Make a class display under the heading ‘Chosen by God’. Students write and draw about someone they know who is a leader. Add the students’ work to the display.
Assessment
Assessment of Learning
This task will indicate students’ abilities to respond to a story with their own perceptions, feelings and ideas through a choice of media.
Assessment of Learning
This task will demonstrate students’ ability to identify the key characters and events of this biblical story.
Assessment of Learning
This task will indicate how students relate the story to their own personal experiences.
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Additional Reading for Teachers Learning & Teaching Sequence
Praying the Word
Invite students to participate in guided reflection (see ‘Possibilities for Prayer and
Worship’).
Assessment
Following this students use the prayer from
KWL , 2nd edn, Prep/Kindergarten, Chapter
15, p. 119.
Use the display ‘Chosen by God’ as a focus for a class prayer thanking God for leaders in our home, school and community, and our faith history.
RESOURCES
To Know, Worship and Love, 2nd Edition
Prep/Kindergarten: Chapter 13, The Birth of Moses; Chapter 14, God Chooses David; Chapter 15, David and Goliath.
DVD
‘The Prince of Egypt’, 1998, Universal Studios.
Picture Story Books
Gleeson, L & James, A 2003, Shutting the Chooks In , Scholastic.
Graham, B 2001, Has Any One Seen William?, Walker Books.
Wild, M 2000, Fox, Allen and Unwin.
Dubosarsky, U and Mackintosh, D 2005, Rex, Penguin.
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