Safeguard the
Safeguard
the
Integrity of
Integrity
of
Creation
Creation
The
Reverend
Miriam Nyrene
Resources for Anglican Schools
Safeguard the Integrity of Creation, School Resources
1
CONTENTS
Setting the Scene
3
Overview
4
Themes
5
Aim
5
Process
5-7
Rationale
7-9
Teaching and Learning Activities
10-18
Worship Resources
19-21
Pastoral Care
22-24
Opportunities and Links
25
Appendix: Accompanying Resources
26
Material Created by
The Rev’d Miriam Nyrene tssf, Dip T (Primary), B Sc, M Env Ed, Grad Dip Th
and the Angligreen Committee: Ann Ellis, The Rev’d Peter Moore, Jayne Murdock,
John Oxenford, Judy Seymour, Gloria Wiskar and John Wrench
Copyright : Anglican Schools Commission, Southern Queensland (2017)
Safeguard the Integrity of Creation, School Resources
2
Setting the Scene…
There are five Marks of Mission of the worldwide Anglican Communion to guide our
Christian living in an Anglican setting.
The Five Marks of Mission are:

To proclaim the Good News of the Kingdom

To teach, baptise and nurture new believers

To respond to human need by loving service

To transform unjust structures of society, to challenge violence of every kind
and pursue peace and reconciliation

To strive to safeguard the integrity of creation, and sustain and renew the life
of the earth.
(Bonds of Affection-1984 ACC-6 p49, Mission in a Broken World-1990 ACC-8 p101)
The Fifth Mark of Mission, to strive to safeguard the integrity of creation, and
sustain and renew the life of the earth, is Archbishop Phillip Aspinall’s challenge to
Anglican Schools in Southern Queensland for 2017. These resources will support
schools as they seek to live out this Mark of Mission.
What is our responsibility as a school community in responding to this fifth mark of
mission?
Take the opportunity now to pause and listen to the words of Archbishop Phillip.


Archbishop’s Message to Schools 2017
Archbishop’s Message to Schools 2017 (Primary)
Are you inspired to come on a journey of exploration of, and spiritual engagement
with, our fifth mark of mission?
Safeguard the Integrity of Creation, School Resources
3
Overview
We begin with the key words in the Fifth Mark of Mission and consider their
meaning and intention – creation, sustainability and renewal. A further focus of
these resources will be hope. Hope is essential for maintaining enthusiasm and
participation.
These resources present opportunities to

Explore our place within creation or alongside the rest of nature

Honour the experience of those who have lived, or live, a closer relationship
with the earth and whose religion or spirituality reflects this relationship
including Indigenous Australians

Draw on the wisdom in scripture and consider it through ecological eyes, and
explore church tradition

Renew our school environment in light of nature’s presence and our use of
resources

Consider current environmental concerns both in our local community and
globally, and the gifts of scientific discovery including the story of our universe

Embrace a faithful, loving and hopeful relationship to the rest of creation
committing to action and change

Empower others to explore the spiritual and faith dimensions of their
relationship with creation and be full of hope
(Inspired by the aims of the 2016 Ecotheology Course, Rev Dr Jason John, Uniting Earth Ministry)
Safeguard the Integrity of Creation, School Resources
4
Themes
The key words in the Fifth Mark of Mission become our themes: creation,
sustainability and renewal; as well as hope.
Aim
Our school community will work out collaboratively what it means to live gospel
values in the present context of our changing awareness of the place of human
beings within the rest of creation, and how we confess our faith in fresh words and
deeds in the context of new scientific knowledge and a changing climate.
Process
The resources present possibilities from personal experience of nature to a promise
and commitment to action as individuals and a school community within our local
environment and larger biosphere.
Choose your year level and activities, and create a journey that meets your teaching
and learning needs.
Safeguard the Integrity of Creation, School Resources
5
For example, for a year four class, teacher and parent community, the journey could
be…
Lesson One: Make a nature circle in the school grounds to observe changes in
nature through the seasons of the year. Use binoculars, magnifying glasses, a
tree shake, and soil observation to record the presence of wildlife within this
circle.
Lesson Two: Share Oodgeroo’s Dreamtime Story “The Beginning of Life” in
Stradbroke Dreamtime paying attention to the ongoing creative presence of
the Aborigines’ Rainbow Serpent. Find other interpretations of this story to
share.
Lesson Three: Consider the use of nature in liturgy and the symbolism of each
element used e.g. oil, water, fire, bread and wine.
Lesson Four: Using dip nets from an aquarium shop and white tidy trays, go dip
netting for macroinvertebrates to assess the health of water in your local
creek or wetland using NSW Department of Land and Water Conservation’s
Water Bug Detective Guide.
Lesson Five: Make newspaper pots to plant seed collected from native plants in
the school grounds.
Lesson Six: Find out whether there are parents or teachers within the school
community who work or volunteer in caring for the earth. Invite them to
speak to the class about their work.
Lesson Seven: Write a school prayer for the environment.
Lesson Eight: Participate in a school environmental liturgy.
Safeguard the Integrity of Creation, School Resources
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Delve into the extra resources and links provided.
Consider worship, pastoral care and service in light of the Fifth Mark of Mission.
The journey will be ongoing as we continue to honour our place within creation, and
constantly renew our sense of responsibility as humans in all that we do as a school
community.
Rationale
Creation
Creation is the word we use to describe everything in the universe as brought into
being by God.
Our exploration of creation begins with considering nature, our experience of
nature, the emotions nature has evoked or evokes for us, and how we value or see
nature.
Connecting with nature is an important dimension of these resources, whether it be
at home, at school, in our local environment or further afield, or learning more
about the earth and our cosmos. Connection facilitates understanding and
appreciation, and motivates our care and concern.
What do we know about nature from scripture? How has nature been incorporated
into the stories we know and love, and others we are less familiar with? How does
scripture describe our relationship with nature? How has nature been honoured or
incorporated into our church tradition?
There is within Christianity, a tradition of viewing nature as a sacrament through
which we glimpse the wonder and spirit of our creator. This is expressed through
the writing of Francis of Assisi and others. These prompt us to wonder what
happens to our sense of the sacred if we harm nature.
Safeguard the Integrity of Creation, School Resources
7
Indigenous creation stories are a source of inspiration and offer a perspective of a
creative spirit still present in the earth and active through ongoing creation.
Sustainability
Sustainability is the ability to continue a defined behaviour indefinitely. Many of our
human activities and our use of the earth’s resources have long been recognised as
being pursued in a manner that is far from sustainable, for example, our use of old
growth forests.
We
can
understand
sustainability
through
appreciating
ecology,
the
interrelationships between all living and non-living things in our earthly home. How
does this work when everything is in balance? What happens when things are out of
balance? Let us consider what we are noticing about our changing environment and
climate.
Our cosmic story from science presents an amazing perspective on the depth and
breadth of our universe, its history and continuing emergence, and the place and
significance of human beings.
As a school community, we can contribute to sustainability by considering our
individual and our school’s environmental footprints, auditing our activities and
changing our behaviour.
Renewal
The earth continually renews itself. We join with the earth and participate in
renewal by understanding and honouring the natural cycles of life and death, and by
not exceeding the limits of what nature can provide for us and replenish.
Safeguard the Integrity of Creation, School Resources
8
Situate the school community within the wider community of life as defined by
bioregions, catchment boundaries, wildlife corridors and local bushland. Consider
the non-human life and other elements of nature that abound within and beyond
the school grounds. Our renewing actions can be at school, in our local community
or global. Make connections with others who are forging new relationships with
nature and renewing life on earth alongside us.
Our actions of renewal and regeneration can be life-giving and renewing for
ourselves and our communities.
Hope
Richard Louv, author of Last Child in the Woods and The Nature Principle, has
suggested that if we give our children hopeful images of the future, they will feel
empowered to participate in action for a positive future. Let us find good news
stories surrounding creation, sustainable projects and renewing action, and be
inspired and motivated to join in.
What does it mean to be a Gospel community in this age of fast changing
technology and information overload? How do we remain centred in Christ,
connected to the creation, mindful of the creative spirit flowing through all living
things, and still and quiet enough to be aware of the divine presence?
Let us bring our hopes and dreams for a sustainable future into the heart of our care
of each other this year and the expression of our faith through liturgy and worship.
Safeguard the Integrity of Creation, School Resources
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Teaching and Learning Activities
Each theme contains activities based around the following topics.
Creation – Wonderful!
A
Experiencing nature
B
Indigenous stories of creation
C
Scripture through ecological eyes
D
Nature in Church tradition
Sustainability – Grateful
A
Ecology - The Earth is our home
B
A changing environment and climate
C
The gift of science
D
Cosmology – Our place in the universe story
Renewal – Prayerful
A
Our school environment
B
Local community projects
C
What is happening around the world
D
Self-renewal and care
Hope – A positive future!
A
Images of a positive future
B
The Gospel for our time
C
Good news stories
D
Liturgy and worship
Safeguard the Integrity of Creation, School Resources
10
The table that follows expands on each topic with a choice of activities for Years 1 to
3, Years 4 to 6, Years 7 to 9 to form the basis of lessons. There are community
service suggestions for Year 10. It is possible that many of the activities can be
adapted to suit a different year level range.
In preparation, educators may wish to begin their personal journey with the exercise
in self-awareness in the physical environment adapted from Bill Devall, Simple in
Means, Rich in Ends: Practicing Deep Ecology and Diane Dreher, The Tao of Inner
Peace provided in the Appendix.
Safeguard the Integrity of Creation, School Resources
11
Year level
Creation – Wonderful!
Sustainability – Grateful
Renewal – Prayerful
Hope – A positive future!
Years 1 to 3
A Experiencing nature…
A Ecology – the earth is our home
A Our school environment
A Images of a positive future
Create a nature table in your classroom
labelling contributions. Give thanks to
God for the wonder and variety of
nature!
Locate habitats in the school grounds and
become aware of the animals and plants
living within and dependent upon them.
Plant flower or vegetable seeds in pots to
care for at home or in the classroom.
Imagine your seeds as prayers for the
earth, our home.
Create a collage of a beautiful world.
Go on a nature scavenger hunt in the
school grounds using a list of clues.
Use colour sample cards to find natural
bits and pieces to match.
Produce bark and leaf rubbings with
crayons on paper and identify the trees.
Talk about what you like and dislike in
nature and why.
Find and display pictures of favourite
things in nature and favourite nature
experiences.
Visit your local pond or creek for a water
bug (macroinvertebrate) survey using dip
nets from an aquarium shop, white tidy
trays and magnifying glasses to look at
what you find taking care with regard to
the school’s health and safety policy.
Weave a food chain or food web using
labels pinned on clothing to represent the
sun, plants and various animals, and a
ball of wool to make the connections.
Care for classroom plants, or plants and
garden beds in close proximity to the
classroom. Keep them free of rubbish and
weeds.
Invite others in the school community to
come and visit your nature table, picture
displays and collages.
Explore the resources and vision of the
Little Earth Charter created in
consultation with the Earth Charter
Initiative.
Choose a weed to identify and easily
remove from the school grounds taking
care with regard to the school’s health
and safety policy.
Hold a rubbish scavenger hunt taking care
with regards to the school’s health and
safety policy.
Explore the Tools and Resources of the
Children & Nature Network.
Explore amazing global habitats as
depicted by Australian Museum, National
Geographic, World Wildlife Fund and
Durrell Wildlife Conservation Trust. Pray
for the protection of these amazing
places.
B Indigenous stories of creation
B A changing environment and climate
B Local community projects
B The Gospel for our time
Acknowledge members of the school
community who identify as Aboriginal
or Torres Strait Islander and listen to
their stories.
Draw, share and role play for each other,
“My favourite weather or season is…”
Thank God for our amazing weather!
Make a classroom chart about respecting
nature.
Learn about the natural world where
Jesus grew up… a land of hills, trees,
flowers, birds, wild animals, vineyards,
farms, flocks of sheep and goats and wild
seas.
Invite a local Aboriginal or Torres
Islander person to come to the
classroom and speak about their
religion and the Dreamtime.
Find indigenous creation stories in the
school library, share and retell stories
using role play and drawings.
Safeguard the Integrity of Creation, School Resources
Beginning with clear water in a
transparent container and by gradually
adding small containers of coloured
water, rubbish, oil, dirt, etc., tell a simple
version of a Catchment Story.
Talk about how to care for your local
creek, river, bay or reef.
Invite the school grounds person to talk
about what he or she does to look after
the school environment.
Invite a wildlife carer to speak about their
work and the crucial factors of protecting
habitat and being responsible pet owners.
Learn about and support local animal
projects like Wildlife Preservation Society
of Queensland’s Adopt a Quoll, Australia
Zoo’s Adopt an Animal or similar
programs. Pray for the protection of these
vulnerable creatures.
Tell each other about the natural world in
your neighbourhood. Interview parents
about what it was like where they grew
up.
Write and illustrate a big book sharing
ideas about how to enjoy and care for the
world.
12
Year level
Creation – Wonderful!
Sustainability – Grateful
Renewal – Prayerful
Hope – A positive future!
Years 1 to 3
C Scripture through ecological eyes
C The gift of science
C What is happening around the world
C Good news stories
Read the first creation story in Genesis
(1.1 – 2.4) and pay attention to the
message of the goodness of creation.
What do we know about soil and water,
how are they useful to us, and how do we
look after them at school and at home?
Share with your class what your family is
doing at home to care for creation.
Share other stories from the Hebrew
Scriptures that feature animals and
plants.
Sun, wind, water and earth… how are
these things used to produce energy for
us to live as we do?
Find out what happens at wildlife
sanctuaries, zoos, turtle rookeries,
penguin conservation areas, whale
passages, dugong feeding grounds and
other similar places. How do they support
the survival of species and the protection
of their habitat?
Enjoy Nick Butterworth and Mick
Inkpen’s book, Wonderful Earth* or In
the beginning there was Joy: A
celebration of creation for children of
all ages by Matthew Fox.
Explore the school’s neighbourhood for
examples of solar power.
D Nature in Church tradition
D Cosmology – our place in the universe
story
Learn about the life of St Francis or
other saint who loved nature.
Enjoy Saint Francis of Assisi by Joyce
Denham, The Prayer of St Francis by
Francis of Assisi and illustrated by
Giuliano Ferri and St Francis and the
Wolf by Masahiro Kasuya.
Safeguard the Integrity of Creation, School Resources
Audit classroom rubbish for reusables
and recyclables.
Make back-to-back collages of day time
and night time scenes with animal and
plant life.
Encourage attention to dawn, dusk,
sunrise and sunset, the moon and stars,
planets, comets and more!
Learn about the work of Jane Goodall and
her Roots and Shoots program. Be
inspired to begin a small project.
Learn about important places for plants
like botanic gardens, arboretums, nature
reserves and national parks and visit one
of these amazing places.
Who was Wangari Maathi? Find out
about The Green Belt Movement and the
importance of planting trees. “When we
plant trees, we plant seeds of peace and
hope.” – Wangari Maathi.
D Self-renewal and care
D Liturgy and worship
Go outside to sit quietly and pray.
Write a prayer for creation that can be
used in school liturgies.
Create thinking or resting places within
the school grounds.
Take time out to focus on nature with
senses of sight, sound, touch and smell.
Create a display for a classroom worship
space or the school chapel.
Join with other classes in a school
environmental liturgy.
13
Year level
Creation – Wonderful!
Sustainability – Grateful
Renewal – Prayerful
Hope – A positive future!
Years 4 to 6
A Experiencing nature
A Ecology – the earth is our home
A Our school environment
A Images of a positive future
Make a nature circle in the school
grounds to observe changes in nature
through the seasons of the year.
Share Brother Sun, Sister Moon: Saint
Francis of Assisi’s Canticle of the
Creatures* by Katherine Patterson with
beautiful paper cut illustrations by
Pamela Dalton.
Make newspaper pots to plant seed
collected from native plants in the school
grounds.
Write about your hopes for the future of
our world.
Use binoculars, magnifying glasses, a
tree shake, and soil observation to
record the presence of wildlife within
the nature circle.
Go for a walk in your local
neighbourhood and find significant
nature spots e.g. old habitat trees.
Map the catchment in which the school
is situated.
Explore feeling words for nature using
cards. Students choose a card and tell a
story about their experience of nature
that evoke that feeling.
Explore the Nature Activities of Joseph
Cornell.
Photograph plants and animals in your
school grounds, and use these to create
your school food web. Give thanks to God
for the presence of this wildlife.
Using dip nets from an aquarium shop
and white tidy trays, go dip netting for
macroinvertebrates to assess the health
of water in your local creek or wetland
using NSW Department of Land and
Water Conservation’s Water Bug
Detective Guide.
Choose and watch favourite episodes of
David Attenborough documentaries.
Investigate how many planets we would
need to continue to live as we do in
Australia with World Wildlife Fund
Australia’s Ecological Footprint
Calculator.
Prepare potted plants to green the
classroom and help reduce air pollution.
Share your visions for a positive future
with your school community, perhaps on
assembly or in the school newsletter.
Establish a kitchen garden providing fruit,
vegetables and culinary herbs in the
school grounds.
Know about and consider the Earth
Charter Initiative’s principles for a just,
sustainable and peaceful world.
Establish a school composting system for
lunchtime fruit and vegetable and other
non-meat scraps, providing sealed and
signed containers for eating areas and
staffrooms.
Create a butterfly garden choosing
suitable plant species for visiting native
butterflies. Refer to Butterfly and Other
Invertebrates Club for resources.
Construct suitable nest boxes for visiting
native wildlife and erect them in the
school grounds.
B Indigenous stories of creation
B A changing environment and climate
B Local community projects
Share Oodgeroo’s Dreamtime Story
“The Beginning of Life” in Stradbroke
Dreamtime paying attention to the
ongoing creative presence of the
Aborigines’ Rainbow Serpent. Find
other interpretations of this story to
share.
Bring news stories about dramatic
weather events to share with the class.
Know how to prepare for extreme
weather events.
Find out whether there are parents or
teachers within the school community
who work or volunteer in caring for the
earth. Invite them to speak to the class
about their work.
Experiment with dot painting with
respect to Indigenous Australians as the
original source of this artistic technique.
Talk about the representation of colour,
shape and symbol as depicting elements
of a story.
Safeguard the Integrity of Creation, School Resources
Where in Australia are things out of
balance? Share stories about ecosystems,
animals and plants in danger and how we
can help them.
Observe Threatened Species Day on 7
September and promote it within the
school community.
B The Gospel for our time
Find out what groups in your local
community care about nature and the
environment. How can we support them?
Consider the careful observation Jesus
made of nature reflected through the
parables. Often used to speak of the
kingdom of God, they suggest Jesus’
attention to God’s creative work through
nature. Jesus and the Natural World:
Exploring a Christian Approach to
Ecology* by Denis Edwards provides a list
and one explanation of many.
Participate in Clean Up Australia Day on 5
March or hold a School Clean Up on 3
March or any day of the year.
What is Angligreen and how can you let
your school community know about the
work of Angligreen?
Organise a class technology free day.
14
Year level
Creation – Wonderful!
Sustainability – Grateful
Renewal – Prayerful
Hope – A positive future!
Years 4 to 6
C Scripture through ecological eyes
C The gift of science
C What is happening around the world
C Good news stories
Find scripture that speaks to you about
nature and pay attention to the place of
nature in the stories and verses. Is
nature valued or undervalued? Is it
cared for or does it suffer?
What have we learnt about nature from
science? Create posters, displays or
experiments that illustrate the wonder of
nature.
Learn about a modern day environmental
saint and their amazing work like Richard
St Barbe Baker (1889-1982), Rachel Carson
(1907-1964), David Attenborough (b.
1926), Jane Goodall (b. 1934), Wendell
Berry (b. 1934), John Muir (1838-1914) or
Wangari Maathi (1940-2011).
Share with your school community what
your class is doing to care for the
environment and renew the life of the
earth.
Explore the Psalms for the place of
human beings within the community of
creation, the diversity of life described
and human praise of God with all of
creation.
D Nature in Church tradition
Consider the use of nature in liturgy and
the symbolism of the elements used
e.g. oil, water, fire, bread and wine.
Look at the art and listen to the music
of Hildegard of Bingen.
Safeguard the Integrity of Creation, School Resources
Learn about the amazing overpasses and
underpasses for wildlife promoting
habitat connectivity, and safety and
protection for wildlife.
Go on a field trip to a recycling station.
D Cosmology – our place in the universe
story
Create a model of the solar system for
the classroom.
Use Jennifer Morgan’s Universe Story
Trilogy* to explore the story of the
universe from the Big Bang to the
present.
Write about amazing global
environmental projects.
What do international conservation
organisations like The Nature
Conservancy, World Wildlife Fund, Sierra
Club, Wildlife Conservation Society,
Oceana, Conservation International, The
Jane Goodall Institute do?
D Self-renewal and care
D Liturgy and worship
Create a prayer garden.
Write a school prayer for the
environment.
Meditate outdoors.
Make an ecospiritual walk in the school
grounds displaying words with quotations
from scripture and ecology.
Write a song about the Fifth Mark of
Mission and post on the school’s
Facebook Page.
Participate in a school environmental
liturgy.
15
Year level
Creation – Wonderful!
Sustainability – Grateful
Renewal – Prayerful
Hope – A positive future!
Years 7 to 9
A Experiencing nature
A Ecology – the earth is our home
A Our school environment
A Images of a positive future
Create a nature walk within the school
grounds.
Explore habitats of the world and the
unique relationships that exist within
them, how they have benefitted humans
and how they are threatened.
Create a frog habitat to attract frogs,
dragonflies and other wildlife, and stock
with native fish.
Capture images of a positive future and
create a photographic display, video clip
or film.
Create a wetland habitat for the
identification and protection of
waterbirds. Look at Birdlife Australia’s
Birds in Schools program.
Write an article for Focus, Magazine for
the Anglican Church Southern
Queensland, about the positive future
you are contributing towards through
your school environmental projects.
Know your creek and catchment and
promote this within the school
community, including how to care for
your local waterways.
Find, and educate your school
community about, the school’s nearest
wildlife corridors, remnant bushland,
nature reserves and national parks.
Encourage wildlife photography and
create an exhibition.
Explore literature for poems, prose and
stories that describe experiences of
nature.
Assess the health of your school’s local
creek or wetland using water quality
testing and dip netting for
macroinvertebrates. Identify your bugs
using the Murray-Darling Freshwater
Research Centre’s Australian Freshwater
Invertebrates interactive guide.
Assist with community fauna
identification and counts.
Carry out a classroom
environmental audit.
or school
Begin a school environmental group or
support an existing one.
Draft a school environmental policy or
promote an existing policy.
Cultivate a deeper connection with the
earth through using the spiritual
practices in nature provided by The
Centre for Spirituality in Nature.
Know about and consider the Quaker
Earthcare Statement from the Religious
Society of Friends in Australia.
Be inspired by the quotations and images
of Thomas Berry.
Apply for a Five Leaf Eco-Award.
B Indigenous stories of creation
B A changing environment and climate
B Local community projects
B The Gospel for our time
Explore the connection between the
religion of Indigenous Australia and
ecology. Understand the significance of
Indigenous sacred sites and their role in
protecting habitat for animal and plant
species.
Where are the ecosystems and
communities that are adjusting to
imbalance and learning to adapt to a
changing climate? What are their needs
and concerns and how can we respond to
them? Refer to Friends of the Earth
Australia’s Climate Justice campaign.
Propagate seed for local bushcare
projects.
Read the stories of Jesus caring for the
marginalised. If he cared for the neediest
around him in his time, who or what are
some of the most vulnerable in our day
as our environment and the climate
changes?
Use the Earth Peace Treaty
Commitment Sheet adapted from The
World We Have by Thich Nhat Hanh.
Screen The Story of Stuff or another
environmental movie from The Story of
Stuff Project.
Organise a school-wide Earth Hour
celebration.
Safeguard the Integrity of Creation, School Resources
Invite a member of a local bushcare or
catchment care group to speak at school
about their work of renewal in the local
community.
Learn how to write letters to local
businesses, newspapers and politicians
about your environmental concerns.
Watch Archbishop Desmond Tutu on
Climate Change.
Know about the commitment of
Australian Religious Response to Climate
Change (ARRCC) to action on climate
change.
16
Year level
Creation – Wonderful!
Sustainability – Grateful
Renewal – Prayerful
Hope – A positive future!
Years 7 to 9
C Scripture through ecological eyes
C The gift of science
C What is happening around the world
C Good news stories
Find an excerpt from scripture that
speaks to you about nature. Place it
alongside a piece of contemporary
writing, e.g. newspaper article or local
bushcare group newsletter, that
expresses similar attitudes about nature
and our care of the environment.
Research where science is making a
positive difference to how we safeguard
the integrity of creation or sustain and
renew life on earth. Present this as good
news within the school community!
Find out about how you can support an
environmental project happening
somewhere around the world.
Promote in the community how your
school is safeguarding the integrity of
creation and sustaining and renewing life
on earth.
D Nature in Church tradition
D Cosmology – our place in the universe
story
Who are the mystics and how have they
encouraged an appreciation of nature
as something through which to
experience the spirit of God? Consider
Thomas Aquinas, Mechthild of
Magdeburg, Dante, Meister Eckhart,
Julian of Norwich or Nicolas of Cusa.
Learn about and incorporate into
liturgy, ancient church traditions that
honour nature like harvest festivals and
Rogation Days.
Establish a school recycling project.
Use Catholic Earthcare Australia’s
interactive, educational program, ‘The
Awesome Cosmic Story’ to explore the
creation of our universe.
Create a meditation on the story of the
universe, taking participants on a journey
from the Big Bang to the present day. Use
Brian Swimme and Thomas Berry’s
prologue to The Universe Story as
inspiration.
Hold an information stall or organise an
environmental display or fair to raise
money for a global environmental project
Sign up for Planet Ark’s Positive
Environmental News. Begin your own
Good Environmental News bulletin or
blog.
D Self-renewal and care
D Liturgy and worship
Jesus often prayed to God in the midst of
the natural world finding solace and
solitude in nature. Be inspired to do the
same!
Create a liturgy for World Environment
Day, 5 June or the Feast of St Francis, 4
October. Incorporate prayers, displays
and songs written by other age groups
within the school community.
Design and create a labyrinth somewhere
in the school grounds.
Build an outdoor chapel within the school
grounds.
Uniting Green provides links to worship
resources including Uniting Justice
Australia’s World Environment Day
Resources.
Go for a bushwalk or climb a mountain.
View Brian Swimme & Mary Evelyn
Tucker’s film Journey of the Universe.
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17
Year level
Creation – Wonderful!
Sustainability – Grateful
Renewal – Prayerful
Hope – A positive future!
Year 10
Community
Service
Work in a park, garden or botanic
garden.
Assist in a local food co-operative or
other small scale community or
sustainable enterprise.
Volunteer with your local bushcare group.
Assist your local church in preparing an
eco-liturgy.
Work at an environmental education
centre.
Work in a tertiary institution or
government environmental department.
Support your local indigenous
community group.
Work on Bush Heritage projects in the
school’s local area.
Support your school’s catchment group.
Work on a project for Angligreen or
Queensland Churches Environmental
Network (QCEN).
Support the work of ARRCC.
Resource available in Appendix
*Available from The Roscoe Library at St Francis Theological College in Milton
Further activities suitable for whole school community
Restore an existing area of native bushland within or adjacent to the school grounds or prepare, plant and nurture a new restoration area with support from your city or regional council
bushcare program or a local group of Landcare Australia.
Consider greening school playground and eating areas.
Create a school environmental student award.
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Worship Resources
Sentences
There are many possibilities. Here are a few that reflect the themes of these
resources…
“In the beginning when God created the heavens and the earth, the earth was a
formless void and darkness covered the face of the deep, while a wind from God
swept over the face of the waters. Then God said, ‘Let there be light’; and there was
light. And God saw that the light was good; and God separated the light from the
darkness. God called the light Day, and the darkness he called Night. And there was
evening and there was morning, the first day.” Genesis 1.1-5
“Bless the Lord, O my soul. O Lord my God, you are very great. You are clothed with
honour and majesty, wrapped in light as with a garment. You stretch out the
heavens like a tent, you set the beams of your chambers on the waters, you make
the clouds your chariot, you ride on the wings of the wind, you make the winds your
messengers, fire and flame your ministers. You set the earth on its foundations, so
that it shall never be shaken.” Psalm 104.1-5
“Look at the birds of the air; they neither sow nor reap nor gather into barns, and
yet your heavenly Father feeds them. Are you not of more value than they? And can
any of you by worrying add a single hour to your span of life? And why do you worry
about clothing? Consider the lilies of the field, how they grow; they neither toil nor
spin, yet I tell you, even Solomon in all his glory was not clothed like one of these.
But if God so clothes the grass of the field, which is alive today and tomorrow is
thrown into the oven, will he not much more clothe you—you of
little faith?” Matthew 6:26-30
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Prayers
God,
you create and sustain us,
and in love you make everything good.
Hear our voices of praise and thanksgiving
for the wonders of this earth our home,
and gratitude for life;
in your holy name.
Amen.
Spirit of God,
You are the breath of life within and beyond us.
Enable us to live in community with all of creation,
that we may be present to those who are suffering,
and our lives be healed and renewed,
in the image of Christ our Lord.
Amen.
Jesus, our teacher of wisdom,
your way shows us how to live.
With your courage and love in our hearts,
may we participate in actions to safeguard creation’s integrity,
and sustain and renew life on earth,
for all our brothers and sisters,
in a spirit of hope.
Amen.
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20
Readings
Keep in mind the philosophy of the Earth Bible project and that any text can be read
or heard from the perspective of Earth or the Earth community. The Earth Bible
project provides guiding principles which encourage us to ask questions of the text
like: Is Earth valued or de-valued in the text? Is the voice of Earth heard or hard to
hear? Are humans portrayed as 'rulers' over Earth or kin with Earth? Does Earth
suffer unjustly?

The Principle of Intrinsic Worth: The universe, Earth and all its components
have intrinsic worth/value.

The Principle of Interconnectedness:
Earth is a community of inter-connected living things that are mutually
dependent on each other for life and survival.

The Principle of Voice: Earth is a living entity capable of raising its voice in
celebration and against injustice.

The Principle of Purpose: The universe, Earth and all its components are a part
of a dynamic cosmic design within which each piece has a place in the overall
goal of that design.

The Principle of Mutual Custodianship: Earth is a balanced and diverse domain
where responsible custodians can function as partners with, rather than rulers
over, Earth to sustain its balance and a diverse Earth community.

The Principle of Resistance: Earth and its components not only suffer from
human injustices but actively resist them in the struggle for justice.
(Norman Habel, The Earth Bible, New York, NY: Sheffield Academic Press, 2000-2016)
The Earth Ministry website provides a very comprehensive list of CreationHonouring Christian Scripture suitable for making selections for worship.
Other
A Season of Creation provides Australian resources for the four Sundays of
September.
The worldwide Anglican Communion has a bookmark of The Marks
of Mission highlighting the environment.
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Pastoral Care
Do not forget that the earth provides a wonderful venue for renewal and care.
Simply being outdoors, in nature, can be nurturing and healing. When caring
pastorally for individuals, consider meeting with those in need outside. Wander
together along a nature walk in the school grounds or sit by the wetlands and
observe the myriad of life. Join together in renewing action for the earth, pulling out
a few weeds or planting some seeds, and notice the calm, the quiet or the gentle
conversation that can come. With a whole class, take them all outside or bring
nature indoors to them. Persevere and hearts will be opened to creativity and
wonder and the parallel possibilities in lives and relationships.
The following suggestions can bring your own or your students’ awareness to the
presence of God’s spirit flowing through and beyond all living things, and to God’s
spirit deep within us.
Some suggestions for pastoral carers

Nurture children’s sense of wonder in nature. This is a gift that will last a
lifetime. Nature tables, nature walks, sharing observations of nature and
feelings evoked by experiences in the outdoors will encourage this sense of
wonder. Mostly it comes by paying attention… to the weather, the time of day,
the phases of the moon, the seasons of the year, the comings and goings of
wildlife within a day or a month or a year, the life cycle of plants, the changing
landscape, the flow of water, the weathering of rocks.

Consider using rocks, shells, seeds, leaves, wood as reminders or symbols of
memories, hopes, dreams or prayers. A particular natural object may initiate
the telling of a story. An object may be given and received as a reminder of a
significant time of sharing or as a reminder of an intention. Use them in talking
circles, as talking pieces. Place stones in water, shells in sand or tie strips of
cloth to tree branches as symbols of prayer in worship or liturgy.

Observe the pain, loss and disturbance in nature as well as the triumphs, joys,
celebrations and calm. An animal dies, a habitat is lost. A new day dawns, our
seeds germinate, the world is still after a storm. Both extremes of experience
are present and this can be a reminder to yourself and to students
that rarely life gives us one without the other and the deep
experience of suffering heightens our appreciation of joy.
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22

Draw parallels with the seasons of a person’s life and the seasons in nature, the
sunsets and sunrises, the growth and flourishing, death and new life. Use cards
that depict scenes in nature for students to make selections that mirror their
feelings or experience of life at a particular time and in contrast where they
hope to be.

Wonder at the resilience in the rest of nature and bring to mind a student’s
own inner resources, capacity to cope, and ability to find their own way.
Examples in nature to focus on may include the regeneration of bushland after
fire as plants sprout new growth, seed germinate in the bed of ash and wildlife
returns and the ability of landscapes to be transformed with rain after long
periods of drought.

Be conscious that we as humans are part of nature. Bring attention to all that
we have in common with other species, including our basic requirements and
characteristics. Where do we fit in the story of life on earth and within our
expanding universe and what can be our unique contribution?

Use poetry, prose, music, song, meditation, prayer, morning worship that
incorporate respect for nature. Encourage students to collect examples of
these things that delight them, speak to them and are a source of strength or
nourishment for them.

Teach meditation and prayer outside.

Encourage stillness. Nurture patience and attention to things that would
otherwise go unnoticed in the rest of nature. Bird watching and identification is
a good example of an activity that nurtures these things. Draw the parallel with
the stillness, patience and attention that is sometimes required to observe
things about and within themselves.

Accept mystery and unanswered questions in life, ourselves, the world and our
faith, as mystery abounds in nature.

Be reminded through observation of nature and tending the earth that some
things take time like waiting for trees to bear fruit. This applies to our lives.
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23

Encourage growth of the whole person by supporting nature-based exploration
and activities. Take students bushwalking, even camping if possible, visit
environmental and outdoor education centres. What activities do you or your
students find life giving and invigorating?

Bridge culture and tradition in a place of mutual belonging with the earth. This
can occur incidentally and sometimes without words because the earth is our
common home and we are all part of nature. Overcoming restrictions of
language and experience, side by side, students can plant seeds, tend a garden,
harvest vegetables, walk along their local creek line and these actions connect
them to each other and the earth. However, there is opportunity here to
explore the significance of nature and care of the earth within our various
cultural and faith traditions.
Take yourself, as a pastoral carer, outside to be personally refreshed and
renewed. Go for a walk, sit under a tree, enjoy the school’s gardens and
wildlife.

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24
Opportunities and Links
Resources on Caring for Creation
The Anglican Communion Environmental Network has a few good publications on
Children, Youth and the Environment.
Catholic Earthcare has developed the resource ‘On Holy Ground’ to provide
Australian Catholic schools and colleges with a planned and logical pathway towards
more ecologically sustainable practices. The program provides a foundation, a
framework and a suite of resources for schools and the education system as a whole
to become sustainable. Three versions of ‘On Holy Ground’ have been developed –
one for South Australia, one for Queensland and one for New South Wales.
The Earth Ministry team suggest an extensive range of resources For Children and
Youth for instilling faith-based creation care values in children including books and
curricula.
Relevant Documents
The World is Our Host: A Call to Urgent Action for Climate Justice was made on
Good Friday 2015 by Anglican Bishops from dioceses across our global Communion.
God’s Earth, Our Home, 5 studies based on “Ecology and Economy”, a lecture given
by Rowan Williams, Archbishop of Canterbury could be used with older students.
Pope Francis’ encyclical letter Laudato si’ – Praise be to you released in June 2015, in
Rome calls on every person living on this planet to care for creation, our common
home, and take collective action as we face global environmental degradation.
The Laudato Si’ Action Plan for the Archdiocese of Atlanta contains a wonderful
range of options adaptable for school communities to help reverse the threat of
global climate change and environmental degradation, and create a more
sustainable world in harmony with God.
Other Programs and Resources
The Children & Nature Network is leading the movement to connect all children,
their families and communities to nature through innovative ideas, evidence-based
resources and tools, broad-based collaboration and support of grassroots
leadership.
Cool Australia supports teachers with real world learning
activities and resources with many on sustainability.
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25
Appendix: Accompanying Resources
The Universe Story - Prologue
Stradbroke Dreamtime - The Beginning of Life
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26
Personal Exercise
Task: How well do you know the natural landscape in your school grounds?
This is an exercise in self-awareness in the physical environment. Some questions may be easily answered
while others may require a lifetime of intimate experience and mature understanding of this place.
1.
What are the native trees you are familiar with in this place?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2.
What animals visit this place?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3.
Can you imagine what this place was like before white settlement?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4.
What evidence can you find of the impact of non-native species in this area?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5.
Can you find a leaf that has been eaten? Do you know what has eaten this leaf?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6.
Can you find a flowering grass? Is it a native species?
________________________________________________________________________
____________________________________________________________
_________________________________________________________
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7.
What changes does this place go through during different seasons of the year?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
8.
What animals can you see beside the creek?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
9.
What would night time be like in this place?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
10. How much time do you spend outdoors rather than indoors in this place?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
11. Spend five minutes sitting quietly on your own where you feel comfortable taking
time to reflect on your connection with this place.
12. Bring back a special symbol (stone, rock, feather, leaf…) of what this place means
to you.
13. Place your symbol in the centre of the table.
Adapted from Bill Devall, Simple in Means, Rich in Ends: Practicing Deep Ecology and Diane
Dreher, The Tao of Inner Peace
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Nature Scavenger Hunt
Can you find these things in the school grounds?
☐
Something sharp
☐
Something transparent
☐
Something stringy
☐
Something split
☐
A feather
☐
Smooth bark
☐
A long thin leaf
☐
A dead insect
☐
Something burnt
☐
Something left by humans
☐
Something sticky
☐
A flat stone
☐
Grass seeds
☐
A leaf with zigzag edges
☐
Something curly
☐
Something spotted
☐
Something blue
☐
A seed that can fly
☐
Something rusty
☐
Something hard
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How Green is your Classroom?
Considering others in all that we do is valued and promoted at school. Is the environment, of
which we are an integral part and on which we all depend, given the same consideration in your
activities, your discussions and your classroom philosophy?
1.
Do you encourage your students to observe nature, including the weather, the
seasons, the sky, the earth, plants and animals?
2.
Do you have plants or natural objects in your classroom?
3.
Do you consider using natural materials whenever possible?
4.
Does your classroom make the most of natural lighting and ventilation?
5.
Do you reuse paper which has only been used on one side?
6.
Do you encourage borrowing or using resources from home or reverse garbage
over buying as a general principle for school projects?
7.
Do you encourage your students to use reusable food and drink containers in
their lunches?
8.
Do you recycle glass, paper, cardboard and aluminium?
9.
Are paints disposed of without putting them down the drain?
10. Do you switch off lights every time you leave the classroom?
11. Are electrical appliances turned off at the wall at the end of the day?
12. Are students who walk, ride, car pool or catch public transport to school given
positive feedback?
13. Do you include environmental themes or issues in your philosophy discussions?
14. Do your students have access to environmental books and resources?
15. Are your students aware of current environmental issues?
16. How often do you go outdoors to teach a lesson?
Safeguard the Integrity of Creation, School Resources
Earth Peace Treaty Commitment Sheet
This sheet offers a number of steps we can take to reduce the impact of our ecological footprint.
Please read and if you feel inspired, commit to a few or more of them by marking the blank
before each sentence with a tick. If you are already practicing the step, mark it with a cross.
I, ____________________________________________ commit to:
☐
Walk or bike to work _____ days per week.
☐
Grow produce at home.
☐
Walk or bike to places within eight kilometres.
☐
Not use pesticides or herbicides.
☐
Carpool to work or use public transport.
☐
Purchase _____ percent organic food.
☐
Reduce flight-travel to less than _____ flight
☐
Join a community bushcare group near my
home.
hours per year.
☐
☐
☐
Have a car-free day once a week.
Have a car-free day once a month.
Work at home one day a week.
Reduce car trips by _____ percent.
☐
Use stairs, not elevators.
☐
Have an electricity-free day once a week.
☐
Eliminate the use of air conditioning at home.
☐
Reduce air conditioning at home by _____
degrees.
☐
Install energy-efficient insulation and windows
at home.
Get an energy audit of my home and improve
its efficiency.
☐
Replace light bulbs at home with compact
fluorescents.
☐
☐
☐
☐
Drive a fuel-efficient vehicle.
☐
Use the library, instead of buying books, as
much as possible
Purchase and install solar panels at home.
☐
Purchase renewable green energy.
☐
Air-dry clothes (without a dryer).
☐
Avoid purchasing over-packaged disposable
items.
☐
Replace paper napkins, towels and plates with
reusable equivalents.
☐
Reduce the use of hair dryers and appliances.
☐
Support farmers and reduce food miles by
buying local produce.
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☐
Eat only vegetarian food.
☐
Install solar hot water.
☐
Re-use grey water.
etc.
☐
Flush only when necessary.
☐
Use biodegradable cleaning products.
☐
Turn off tap while brushing teeth or shaving.
☐
Compost kitchen waste.
☐
Reduce overall water use by _____ percent.
☐
Encourage office/school to recycle.
☐
Install rain water tanks.
☐
Share magazines and catalogues by donating
☐
Pick up rubbish while walking or jogging.
☐
Encourage a friend to commit to items on this
☐
Use the library, instead of buying books, as
much as possible.
☐
Use cloth or other reusable bags for shopping,
them to clinics etc.
☐
Reuse and recycle all items possible.
☐
Buy clothing in used clothing/second hand
shops.
☐
list.
☐
Educate myself on ecological issues.
☐
Write articles/stories to help others get in
Plant native and drought tolerant plants
where applicable.
☐
Plant _____ trees in my neighbourhood.
☐
Turn off computers while not in use.
☐
Set computer and screen saver to turn off
touch with their ecosystem.
☐
Meditate once a week on my relationship to
the ecosystem where I live.
☐
Meditate once a week on how I can reduce
my consumption, and act on this.
after ten minutes of inactivity.
☐
Reduce use of hot water by _____ percent.
☐
Take only short, warm showers.
☐
Write to local, state and federal politicians
calling for more effective environmental
legislation.
☐
Support local environmental organisations.
Add my own commitment proposals here:______________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Signed: ______________________________________
Date: _________________.
Adapted from The World We Have by Thich Nhat Hanh, 2008, Parallax Press, Berkley
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