LENT 2017
Y3-4
Lessons and Worksheets
All the lessons and worksheets for Y3-4 students for
Lent 2017 can be found here.
These pages have been compiled to help teachers
easily focus on a particular level. The full modules from
the Just Water: Climate Change in the Pacific resource
series can be found at www.caritas.org.nz with all the
relevant PowerPoints, videos and other key resources
to complement the lessons and worksheets.
NOTE: It is recommended that units start and end with
the Lent module lessons. However, the order of the
country lessons can be changed based on needs. So the
order provided here does not have to be followed in
exactly the same way.
2
JUST WATER:
Climate Change
in the Pacific
(Y1-4)
FIRST WEEK OF LENT LESSON PLAN
C1
What is Happening to our Weather?
LEARNING OUTCOMES
•
•
Understand that weather patterns and the world’s climate are changing
Decide on an action to undertake during Lent to help stop the pollution of our planet
BACKGROUND FOR TEACHERS
The Royal Society of New Zealand (a wellrespected, independent scientific research
organisation) put out a report in March 2016:
Climate Change Implications for New Zealand.
In this report they tell us that New Zealand
is already beginning to see the effects of
global warming. Northern and eastern
areas of our country are getting drier, while
western regions are getting wetter. We are
also seeing an increase in extreme weather
events such as tornadoes, droughts and
floods. Some parts of coastal New Zealand
are experiencing coastal erosion. If climate
change continues at the current rate, these
‘rare’ extreme events are going to become
increasingly common.
Explain to the students that New Zealand
weather patterns (called our climate) are
changing.
Show students a map of New Zealand. In
Northland, Hawkes Bay and Canterbury
the weather is getting drier (especially in
summer). In New Plymouth, Whanganui
and the West Coast of the South Island the
weather is getting wetter.
Ask the students if they have any ideas about
why this might be happening.
VIEW
For more information refer to Fact Sheet 6:
The Royal Society of New Zealand on Climate
Change.
Watch the climate change animation at
www.youtube.com/watch?v=v8unGCTWUWI
that lists the causes of climate change and
provides some suggested solutions. It makes
several references to living in the United
Kingdom, but the messages are just as
relevant to the New Zealand situation.
DISCUSSION
DISCUSSION
Ask the students the names of the four
seasons of the year that we experience in
Aotearoa New Zealand.
What reasons were given on the video to
explain why the world’s climate is changing?
What are the words we use to describe
what the weather is like in summer, spring,
autumn and winter.
Teacher to share with the students changes
they have noticed in their own lives relating
to how hot summer was when they were
children and how hot it is now, or how it
used to be very unusual to have long periods
without rain in New Zealand, but now, in
some parts of the country, there is very little
rain throughout the whole of summer.
Ask the students what might happen to land
and farms if there is no rain.
What is the gas that is causing the planet to
get warmer?
What are the things that put carbon dioxide
into the air/atmosphere?
What might we be able to do to cut down the
amount of carbon dioxide that we put into
the air/atmosphere?
VIEW
Show students Poster W: Too Much Water
and ask them to share what they think
has happened in the photo. Read out the
questions on the poster and allow the
students some time to share their answers.
Ask the students what might happen to land
and farms and towns if there is too much
rain.
CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC
C2
FIRST WEEK OF LENT LESSON PLAN
ACTIVITY
PRAYER
Year 1-2 students can complete Worksheet
C1 and Year 3-4 students can complete
Worksheet C2.
Go to the Climate Change Prayer Booklet for
Lent at www.caritas.org.nz and read a junior
prayer for the first week of Lent. During the
prayer students place their worksheet with
their chosen action on it around a candle
or on a prayer table. These worksheets will
stay in a particular place in the classroom
throughout Lent so that the students can
remember their chosen action.
Pope Francis tells us that it is people in
poorer countries who will have the most
trouble because of climate change. In some
countries people can’t grow enough food to
eat because there isn’t enough rain.
Students are to colour in the picture of Pope
Francis and choose one of the suggestions he
makes about how they can help slow down
climate change, and therefore help people
who are suffering from its effects. They are
then encouraged to remember to carry out
this action throughout the six weeks of Lent.
This year for Lent students can do something
small that will help the environment and
help others around the world.
You might also like to pin the Lent Calendar
for 2017 near your prayer space. This
contains several more ideas of actions
students can undertake during Lent to help
fight climate change.
CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC
WORKSHEET
C2
Looking after the Planet
Circle the action that you will do during Lent
to help look after the earth.
What can you do
to care for the
earth, our home?
Turn off the tap
when you’re brushing
your teeth.
Recycle plastic,
paper and glass.
Ride a bike more often.
Draw another action here.
Plant something
in the garden.
CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC
(Y3-4)
MODULE F: FIJI
LESSONS
LEARNING OUTCOMES: •
•
Understand the impact of a storm on a community
Compare the impact of storms on New Zealand and Fiji
SETTING THE SCENE
VIEW
Try to remember the last bad storm you
experienced. Share some of the problems
you faced. Write some of these on the board
under a ‘Storms in NZ’ column. Scientists say
that the impact of storms is getting worse
due to climate change. In 2016 Fiji felt the full
impact of Cyclone Winston. Share what you
remember about the cyclone’s impact.
Watch Video C: Master Iosefo’s Story to find
out what happened to Iosefo Jone, a retired
Fijian teacher, who is now rebuilding his
family home after Cyclone Winston caused
a huge amount of damage. Add any other
impacts to the ‘Cyclone in Fiji’ column that
was started earlier.
BRAINSTORM
Beside the ‘Storms in NZ’ column, write a
heading ‘Cyclone in Fiji’. Now write down all
of the impacts of the cyclone that students
can remember. You will have a chance to add
to this throughout this lesson.
VIEW
Watch Video A: Winston and Natovi and hear
from teachers and students in the Fijian
community of Natovi as they talk about the
impacts of Cyclone Winston. Add any other
impacts to the ‘Cyclone in Fiji’ column that
was started earlier.
ACTIVITY
Get students to check out some photos of
recent storms and their impacts in parts of
New Zealand from the following links on
stuff.co.nz:
Torrential rain in Nelson:
www.stuff.co.nz/nelson-mail/
news/77011943/Torrential-rain-causesflooding-in-Nelson-region
Wellington gets swamped:
www.stuff.co.nz/dominion-post/79644478/
Submerged-cars-flooded-streets-andswamped-schools-across-Wellington-region
Ask students to compare the damage caused
by storms in Fiji and New Zealand in terms of
the extent of damage and how long it took for
the communities to recovery. Add any more
impacts you have discovered to the columns
that were started earlier.
DISCUSSION
After seeing the damage caused by the
cyclone, and the attitude and actions of
Master Iosefo, how do you feel? Why do
you think the government did not help out
people like Master Iosefo after they lost their
homes? How long do you think it might take
Master Iosefo to rebuild his home and feel
safe again?
PRAYER
After seeing the damage in Fiji and reflecting
on people impacted by storms in New
Zealand, use Worksheet F2: Prayer Points to
write down some prayer points that can be
used to pray for people impacted by extreme
weather around the world. These could be
added to a prayer display for students to use
as the term continues.
ACTION
Put up pictures of Vasiti, Joelli and Master
Iosefo on your class wall and remember to pray
for them and their families in Fiji using some of
the prayer points listed previously to help.
CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC
F2
MODULE F: FIJI
WORKSHEET
Prayer Points
Write down a list of prayer reminders to help you pray for
people who have experienced a bad storm or extreme
weather. Use some of the notes you listed about ‘Storms
in NZ’ and ‘Cyclone in Fiji’ to help you write some prayer
points.
CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC
F2
(Y3-4)
MODULE K: KIRIBATI
LESSONS
LEARNING OUTCOMES: •
•
Understand how rising sea levels cause damage
Identify ways to act at home to help protect our world
SETTING THE SCENE
VIEW
Kiribati is a country in the Pacific made up of
33 separate islands. How many other Pacific
countries can you name? Use a world map to
see if you can find where Kiribati is located.
Did you find anything strange about where
the islands are found? Re-cap some of the
other stories that you have already heard
from the Pacific.
Watch Video A: High Tide and hear Teaote
talk about how rising sea levels have affected
her country and people. Find out how her
feelings towards the sea have changed since
the time when she was a young child.
BRAINSTORM
What do you enjoy about the ocean? Is it
fun swimming in the sea? Has anyone been
scared of the ocean before? Why?
VIEW
Watch the PowerPoint of Story B: Namoriki
Rotitaake and Lost Trees.
What were the problems faced by Namoriki
and his family? How did the sea water cause
problems for the trees?
ACTIVITY
Follow the instructions on Worksheet K2 to
complete a little experiment that explores the
impact of a rising sea level on low lying land.
You will need some containers of water,
material and trays (or a sink).
PRAYER
Write a prayer as a class to remember the
people of Kiribati. Include in your prayer:
•
Thanks to God as the creator of the world
•
Asking for families in Kiribati to be given
strength and patience
•
Remembering the leaders of Kiribati to
make the right decisions
•
A challenge for the rest of the world
to find ways to limit the impacts of a
changing climate.
ACTION
Look at the poster Take Action at Home and
select three ways you could have a positive
impact on the changing climate in our world
that affects people such as those living on
Kiribati. Challenge your family to follow
your three proposed changes, and have a
competition to see who is best at following
the actions you have chosen.
DISCUSSION
How does the experiment show us the
problems faced in Kiribati?
Explain how the higher water level had more
impact on scenario 1 than scenario 2.
How do you think the people of Kiribati feel
when they are faced by rising sea levels?
Which scenario do you feel you experience?
CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC
K2
MODULE K: KIRIBATI
WORKSHEET
Land and Rising Seas
Follow the instructions to complete an experiment to see the impacts of rising sea levels on low-lying
land.
Equipment needed: Water, containers (such as 1L milk bottles), two towels, trays or a sink.
Scenario 1: Fold the towel once so that it sits just above the bottom of the tray/sink.
1. Pour in some of the water so it touches only
the sides of the towel (island).
2. Make the water move backwards and
forwards slowly so it starts to wet the edge
of the towel.
3. Now pour more water in to simulate rising
sea levels (like is being experienced in
Kiribati).
4. Move the water around a bit faster than
before and notice if the towel is getting any
wetter around the edges and on its surface.
Scenario 2: Use a new towel and fold it twice so it stands a lot higher above the bottom of the tray/sink.
1. Pour in some of the water so it touches only
the sides of the towel (island).
2. Make the water move backwards and
forwards slowly so it starts to wet the edge
of the towel.
3. Now pour more water in to simulate rising
sea levels (like is being experienced in
Kiribati).
4. Move the water around a bit faster than
before and notice if the towel is getting any
wetter around the edges and on its surface.
What did you notice when the water level increased?
Explain how the higher water level had more impact on scenario 1 than scenario 2.
How do you think the people of Kiribati feel when they are faced by scenario 1?
Which scenario do you feel you experience?
CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC
K2
(Y3-4)
MODULE P: PAPUA NEW GUINEA
LESSONS
LEARNING OUTCOMES: •
•
Realise the impact when people are forced to leave their home
Understand how Caritas is helping in the Pacific
SETTING THE SCENE
VIEW
Get students to show on their ten fingers how
important land and creation are to:
a) God;
b) people around the world; and
c) themselves
(10 = Very important and 0 = Not important
at all).
Was there any difference? How important did
the class think land and creation are?
Watch PowerPoint A: Caritas helping in the
Pacific and write down all of the good things
you can see that Caritas is doing to help people
in need. Can you picture yourself helping like
this when you are older?
BRAINSTORM
On the board, or a large chart, write up all of
the reasons why land and our created world
are important to us. Think in terms of how it
helps us to live, how it makes us feel, and what
it enables us to do.
VIEW
Watch PowerPoint P2: Ursula Rakova’s Story
and share with the people around you at
least five new things you didn’t know before
and have learnt after hearing Ursula’s story.
ACTIVITY
Complete Worksheet P2: How I Feel to show
the feelings of Ursula and the Carteret
Islanders at different points on their journey
from leaving home to starting again on
Bougainville.
DISCUSSION
Turn to the person next to you and explain
how you would have felt if you were living on
the Carteret Islands in PNG and were forced
to move to a new home. What would you
miss the most? Thinking back to Worksheet
P2, can you describe what your face would
look like (in terms of emotion)?
ACTIVITY
Ask students to imagine that they had all
the money they ever dreamed of and could
transport themselves anywhere at the click
of their fingers.
Then based on what they have found out
about Ursula’s story and the challenges faced
by the Carteret Islanders, get students to
share or dramatize what they would do to
help.
PRAYER
Ask students to sit and reflect for a few
minutes in silence about what has been
discussed today. On small strips of paper get
students to write down a single line prayer
for the people of the Carteret Islands to then
place in a box or display on a wall in the
classroom. Students can share these out loud
if you have time.
ACTION
Check out the Keep it Simple for Lent
Calendar again and choose two actions this
week to make a difference to the world by
reducing your impact on the environment or
by remembering those who are struggling
from the impacts of climate change or losing
their homes.
How do you think God feels when he sees
what is happening to his created world?
CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC
P2
MODULE P: PAPUA NEW GUINEA
WORKSHEET
How I Feel
Fill in the faces beside each event below to show how you think Ursula and the people
of the Carteret Islands felt at different stages of their journey. Use the following KEY to
help you think of what each of the faces may look like:
KEY
Excited
Happy
Hopeful
Sad
Scared
Angry
EVENT A – Noticing sea levels rising for the first time
Feeling: Why?
EVENT B – Talking together to find a solution of a new home
Feeling: Why?
EVENT C – Finding a new home on Bougainville
Feeling: Why?
EVENT D – Finding people to provide support for setting up the new home
Feeling: Why?
EVENT E – Leaving home behind
Feeling: Why?
EVENT F – Seeing new families with homes on Bougainville and with crops that are growing
Feeling: Why?
CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC
P2
(Y3-4)
MODULE T: TONGA
LESSONS
LEARNING OUTCOMES
•
•
Consider the possible consequences of living on flat land
Increase student’s awareness of how much fresh water they use each day
SETTING THE SCENE
ACTIVITY
The Tongan island group most affected
by climate change are the Ha’apai Islands,
consisting of 62 islands in total. Only 17 of
these islands are populated. Some of the
islands are volcanoes, some are low lying
islands made from coral limestone, and
some are atolls with ring-shaped coral reefs.
In some cases people live on islands within
the lagoon of the reef. In other cases people
live on the reefs themselves. Coral reefs are
generally very low-lying.
Every person in the Ha’apai islands uses
about 3 litres of water per day. Show the
children a 2 litre milk container. Explain that
children in Ha’apai have 1.5 x the amount of
water in this container per day, for drinking,
washing, doing dishes, cooking, etc. How
many milk containers worth of water do you
think you would use every day?
BRAINSTORM
Include water you drink and the water you
bath or shower in. Also include the water
that adults cook your food with, wash your
clothes with, and do the dishes with.
Ask the students what problems might occur
if they lived on a very flat island with no hills,
surrounded by the ocean.
Use Worksheet T2a to work out how many
2 litre containers of water you would go
through in a day.
Think about what might happen if there
was a tsunami or a storm. Think about what
might happen to water wells if salt water
from the sea got into them.
OR Try collecting rain water for a week –
either at home or at school, and see how
much you can collect. What can you use the
rain water for? Use Worksheet T2b.
VIEW
PRAYER
View PowerPoint T1: Welcome to Ha’apai
(Y3-4).
Dear Lord,
DISCUSSION
Talk about some of the things the children in
the Ha’apai islands do, that children in New
Zealand also do. What are some things about
life in the Ha’apai islands that are different to
life in New Zealand?
Talk about the weather. Are the Ha’apai
islands hotter or colder than New Zealand?
How do you know? Is the weather drier or
wetter than New Zealand?
In 2013 it didn’t rain in Ha’apai for four
months. What is the longest amount of time
that your town/region has gone without rain?
Did you run out of water? What did you do to
make sure you had enough water?
Thank you for the rain that falls on the earth,
so that plants and trees can grow, and we can
have enough to eat. We pray for countries
where there is very little rain. Thank you
for generous people who help others by
providing them with water tanks so that they
have enough water.
Amen.
ACTION
Choose an action from the Lent calendar
that is about not wasting water by using it
responsibly.
CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC
T2
MODULE T: TONGA
WORKSHEET
T2a
How Much Water Did You Use Yesterday?
Underneath each picture write down the number of 2 litre containers full of water you
think you used yesterday for each of these activities.
Washing
Drinking
Clothes washing
Cooking
Cleaning Teeth
Check with your teacher to see if your answers sound about right.
Then add the numbers together.
I used about
2 litre containers full of water yesterday.
Now multiply this number by 2 to find out how many litres of water you used yesterday.
I used about
litres of water yesterday.
People in the Ha’apai Islands only use about 3 litres of water per day.
(One and a half 2 litre containers)
Ways that I can save water are:
CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC
MODULE T: TONGA
WORKSHEET
Make a Rain Gauge!
A rain gauge can measure daily rainfall.
WHAT YOU NEED
•
Clear plastic soft drink bottle
•
Duct tape
•
Small pebbles, gravel or marbles
•
Measuring Gauge/Ruler (laminated)
WHAT TO DO
1. Cut the soft drink bottle two thirds of the way up, and place the top part of the bottle upside
down into the bottom half of the bottle (see diagram below). Attach with duct tape.
2. Place pebbles, gravel or marbles into the container and add water until it is about 3cm deep.
(Measure with the ruler.)
3. Paste the laminated “measuring gauge” to the side of the container.
Note: The pebbles and water will make the container steady against wind and the 3 cm of water
will provide a base level for measurements.
4. Place the rain gauge outside on a level surface. Make sure it is away from any overhanging tree
branches or guttering.
5. Measure the rainfall at about the same time each day. Record your readings.
TO MEASURE RAINFALL
To accurately measure the rainfall, you must be at eye level with the top of the water.
Remember that you will need to subtract the previous day’s reading from each day’s reading, to get
the actual amount of rain that fell that day.
CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC
T2b
(Y3-4)
MODULE V: VANUATU
LESSONS
LEARNING OUTCOMES: •
•
Explain how Caritas is helping in Vanuatu through nursery rhymes.
Create own nursery rhyme to help respond effectively to a tsunami.
SETTING THE SCENE
ACTIVITY
Vanuatu is one of the most at risk countries
to natural disasters like cyclones. It is ranked
as #1 on the World Risk Index compared to
New Zealand that is ranked outside the top
100 at most risk. Cyclone Pam hit Vanuatu
in March 2015 and caused a huge amount of
damage to the country.
Can we name some natural disasters (like
cyclones) that happen in New Zealand and
around the world? Do we experience many
of these as often and to the same extent as
other countries?
Work through Worksheet V2: Tsunami! as
a class looking at helpful advice for us in
how we should respond if there is a tsunami
in New Zealand. On the worksheet write
down the five most important actions
found in the instructions. Using the back
of the worksheet, write down the words
to a favourite nursery rhyme. Take up the
challenge and change these words to make
the nursery rhyme about what to do if a
tsunami occurs (keeping the same beat and
rhythm) using your important actions from
above. It may be similar to what you heard in
the video.
VIEW
DISCUSSION
Look at Poster V: After Cyclone Pam and talk
about the questions on the poster. What do
you notice about the ground and the trees?
What else can you see lying around on the
ground? What are the Caritas staff bringing
to the family? What differences can you see
between the adults and the children in the
photo? Talk about what you think happened
next after this photo was taken.
After singing your new nursery rhyme and
seeing the instruction about tsunamis, which
would you say was more effective in helping
you to remember what to do if a tsunami hits
New Zealand? Why is this?
BRAINSTORM
VIEW
Watch Video A: Nursery Rhymes and Video
B: Tackling Disasters One Rhyme at a Time
to see how Caritas is helping children in
Vanuatu to learn how to respond to natural
disasters by ensuring learning is fun and
effective with nursery rhymes.
PRAYER
Choose a prayer from the Climate Change
Prayer Booklet at www.caritas.org.nz to
remember people around the world who
are responding to natural disasters like the
people of Vanuatu.
ACTION
Share your nursery rhyme with others
outside of your class to help them prepare for
a tsunami.
DISCUSSION
Why do nursery rhymes seem to work so well
with the children? Do you think the nursery
rhymes introduced by Caritas will help
when a cyclone or natural disaster occurs in
Vanuatu in the future?
CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC
V2
MODULE V: VANUATU
WORKSHEET
Tsunami!
Read through the Tsunami action plan on the Get Ready Get Thru website at getthru.govt.nz/
disasters/tsunami/ which is part of the Government’s Civil Defence information.
Here it is…
DURING A TSUNAMI
•
Take your getaway kit with you if possible. Do not travel into the areas at risk to get your kit or
belongings.
•
Take your pets with you if you can do so safely.
•
Move immediately to the nearest higher ground, or as far inland as you can. If evacuation maps
are present, follow the routes shown.
•
Walk or bike if possible and drive only if essential. If driving, keep going once you are well outside
the evacuation zone to allow room for others behind you.
•
If you cannot escape the tsunami, go to an upper storey of a sturdy building or climb onto a roof
or up a tree, or grab a floating object and hang on until help arrives.
•
Boats are usually safer in water deeper than 20 metres than if they are on the shore. Move boats
out to sea only if there is time and it is safe to do so.
•
Never go to the shore to watch for a tsunami. Stay away from at-risk areas until the official allclear is given.
•
Listen to your local radio stations as emergency management officials will be broadcasting the
most appropriate advice for your community and situation.
List down the 5 most important actions:
1
2
3
4
5
Task: On the back of this worksheet write down the words to your favourite nursery rhyme.
Challenge: Change these words to make the nursery rhyme about what to do if a tsunami occurs
(keep the same beat and rhythm) using your important actions from above. It may be similar to what
you heard in the video.
CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC
V2
HOLY WEEK LESSON PLAN
Primary (Y1-8)
Reflection on Lenten actions
•
Ask students to recall the action they chose to carry out during Lent which would increase their
stewardship of the environment and combat climate change.
•
Have they managed to consistently carry out this action during the 6 weeks of Lent?
•
What was difficult about sticking to their chosen action?
•
What did they learn by carrying out this action?
•
Can students identify any positive outcomes from carrying out their chosen action: for
themselves, for their families, or for their environment?
•
Are there any actions that students will keep doing even though Lent is over?
HOLY WEEK LITURGY
Use the Stations of the Cross Powerpoint Liturgy available at www.caritas.org.nz. Liturgy Notes
for Primary Schools can be used to help guide the leaders during the 15 stations. There are the
traditional 14 stations followed by station 15, which is based on the Resurrection.
This liturgy is suitable for class groups or for a whole school assembly. The slides depict some of the
situations in the Pacific countries that the students have studied during Lent. Students can meditate
on Jesus’s journey to the Cross whilst reflecting on the lives of our Pacific neighbours who are
struggling with the effects of climate change.
It is an opportunity for us to do as Pope Francis encourages us, to see Christ’s face in the poor and
the vulnerable.
‘Lent is a favourable season for opening the doors to all those in need and recognising in them the face
of Christ.’
Pope Francis, Lenten Message, 2017
CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC