Download Basic Teacher Planning (for Lent 2017 lessons)

BASIC TEACHER PLANNING FOR LENT 2017 LESSONS TO TRANSFER FOR UNIT PLANS
Many teachers have asked for the basic lessons plans (not yet designed) to easily transfer into personalised
unit plans.
Here you will find all the lessons for the 6 modules that make up the Just Water: Climate Change in the
Pacific resource series.
NOTE: All resources can be downloaded in their entirety at www.caritas.org.nz
Lesson Plans for the First Week of Lent:
What is climate change? What can you do to help save the planet?
C 1 & C2 (Y1-4) 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 well-respected, 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.
For more information refer to Fact Sheet 6: The Royal Society of New Zealand on Climate Change.
Discussion
Ask the students the names of the four seasons of the year that we experience in Aotearoa New Zealand.
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.
Ask the students what might happen to land and farms and towns if there is too much rain.
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
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
What reasons were given on the video to explain why the world’s climate is changing?
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?
Activity
Year 1-2 students can complete Worksheet C1 and Year 3-4 students can complete Worksheet C2.
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.
Prayer
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.
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.
C3 & C4 (Y5-8) What is Climate Change?
Learning Outcomes
*Understand that human actions are affecting our climate
*Choose an action to carry out during Lent to help reduce the air pollution that is causing
climate change
Setting the Scene
In 2015, Pope Francis wrote the world a letter about the environment. It is called Laudato Si’. If your students don’t
already know about this encyclical it would be worth watching an animated video about it on the Caritas website
(see below under View).
Background Information for Teachers
For more background about Laudato Si’, read the section on Recent Church Teaching on Climate Change and the
Environment in the Teacher’s Booklet.
Fact Sheet 6: The Royal Society of New Zealand on Climate Change is also a helpful resource for teacher background
reading.
View
Watch the Laudato Si’ animation for primary schools at www.caritas.org.nz/lent-2016-videos or go to
www.youtube.com/watch?v=KOgF2Kgel6k.
Brainstorm
According to this video, what are some of the things that human beings are doing to harm the earth?
What is one of the biggest challenges facing the human race?
Who are the people who are affected the most by climate change?
What are some simple, everday eco-actions that students can take to care for the earth?
View
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
What is the scientific explanation given for climate change?
What is the main gas that causes the greenhouse effect?
What are fossil fuels? What are some of the things we use that burn fossil fuels?
Why are sea levels rising?
Activity
Go to Worksheet C3/C4: Live Simply
Read the quote from Pope Francis and list some of the countries that you think might be suffering a lot from the
effects of climate change. Encourage students to think about island nations in the Pacific where coastal erosion is a
major problem. We will learn more about these nations throughout Lent.
Think about the quote from the peace activist and social justice advocate, Mahatma Gandhi: ‘Live simply, so that
others may simply live.’
Help students to identify ways that they can live more simply during Lent, so that poorer people on the planet may
‘simply live.’ Think back to the everyday eco-actions that were mentioned in the Laudato Si’ animation. The Caritas
Lent calendar also has some good ideas. Encourage students to choose one action that they will undertake
throughout Lent as a sign of their solidarity and concern for those who are suffering from the effects of climate
change.
Then challenge your students to design a ‘low carbon’ town or city. There is a stimulus infographic from The Royal
Society of New Zealand to assist them.
Prayer
On Ash Wednesday have a class prayer time, using prayers from the Upper Primary pages in the Climate Change
Prayer Booklet at www.caritas.org.nz.
During the prayer time, students are to place their ‘action pledge’ from the worksheet around a candle or on the
prayer table.
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.
C5 (Y9-10) Climate change and caring for creation
Learning Outcomes
*Understand that the weight of scientific evidence indicates that the current rate of global
warming is caused by human actions
*Explain the main message of the Pope’s encyclical, Laudato Si’
Setting the Scene
In his 2015 encyclical on the environment, Laudato Si’, Pope Francis said...
A very solid scientific consensus indicates that we are presently witnessing a disturbing warming of the climatic
system. In recent decades this warming has been accompanied by a constant rise in the sea level and,... by an
increase of extreme weather events... Humanity is called to recognise the need for changes of lifestyle, production
and consumption, in order to combat this warming...
Laudato Si #23
Pope Francis also makes the point that climate change is having the greatest effect on the poorest people in the
world who directly rely on the earth and sea to provide them with livelihoods.
For more background reading for teachers and students, go to the following online resources:
Fact Sheet 6: The Royal Society of New Zealand and Climate Change
Laudato Si’ animation for secondary schools at www.youtube.com/watch?v=o3Lz7dmn1eM.
View
Watch the Climate change animation at www.youtube.com/watch?v=B9l3BjfyS9Q 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.
Activity
Year 9 students can complete Worksheet C5a: A Global Challenge and Year 10 students can complete Worksheet
C5b: Inspiring Men and Women Confronting Climate Change.
C6a (Y11)
Learning Outcomes
Values and Attitudes towards Climate Change
* Make a judgement about the level of responsibility humans should be taking in
terms of reducing global warming
* Debate the adequacy of the New Zealand Government’s greenhouse gas emissions
reduction plan
Share with students
The results of a New Zealand climate attitudes survey were published in May 2015. The survey, carried out by Motu
Economic and Public Policy Research, involved 2,200 participants. They were each asked if they were concerned
about the potential effect of climate change on themselves, and on society, and what they were prepared to do
about it.
Only about half of those polled (49 per cent) agreed that they were certain that climate change is really happening.
When asked what they were planning to do to combat climate change, 73 per cent of participants said they would
install energy-efficient lightbulbs, 69 per cent said they would conserve water, and 62 per cent said they would
reduce air-conditioning, heating and lighting use.
The report summarising the survey results is called From Fact to Act: New Zealanders’ Beliefs and Actions of Climate
Change. You can read it here.
Ask Students
Do you think that if we conducted a similar survey in your class would we get similar results?
View
To give the students some background about the climate change issue, view the Climate Change Animation at
www.youtube.com/watch?v=B9l3BjfyS9Q that lists the causes of climate change and provides some suggested
solutions.
Activity
Conduct a brief survey of your class.
What percentage of students believe that the world’s climate is changing because of human activity?
What percentage of students believe that they personally can do something to combat climate change?
What percentage of students are prepared to change their behaviour to help limit climate change?
What motivates the students who are willing to change their behaviours?
What are the reasons given by those students who are not prepared to change?
View
Then watch the I am climate change video from Catholic Relief Services (a Caritas agency based in America) at
www.youtube.com/watch?v=E7gBkJtsPYo.
Discussion
Ask students how they feel after watching the video? Reflect on the question, ‘Do YOU feel responsible for climate
change?’
Share
In Laudato Si’, Pope Francis says that ‘we must not think that these (our little daily actions) are not going to change
the world. They benefit society, often unbeknown to us, for they call forth a goodness which, albeit unseen,
inevitably tends to spread…’
Catholic social teaching says that, in our actions, we should consider ‘the common good’ – the good of each person
and every person. We belong to a global community; our choices affect other people and the earth that nourishes us
all. Care for the environment is part of care for the common good.
Read
Divide the class into small groups and have each group read one of the following fact sheets, and then report to the
class on the three main things they learned from their fact sheet.
Fact Sheet 6: The Royal Society of New Zealand on Climate Change
Fact Sheet 7: The Paris Agreement
Fact Sheet 8: Greenhouse Gases in New Zealand
Fact Sheet 9: New Zealand’s Greenhouse Gas Emissions Reduction Plan
Activity

Conduct a class debate on the topic, ‘That New Zealand is doing enough to reduce its greenhouse gas
emissions.’

Invite students to work out their individual carbon footprints on the CarboNZero website: www.enviromark.com/tools-and-resources/for-individuals. Then have students work out some ways in which they can
reduce their carbon footprints.

Brainstorm some ways in which New Zealanders can put pressure on the government to take our emissions
reductions more seriously. Find out about ways that organisations such as 350 New Zealand (350.org.nz) and
Generation Zero (www.generationzero.org) are trying to raise awareness about the need to reduce
greenhouse gas emissions.
C6b/c (Y12-13) Climate Change and the Common Good
Learning Outcomes
* Apply the CST principle of the Common Good to the issue of climate change
* Explain the ways in which Caritas Aotearoa New Zealand acts as an advocate for those
suffering from the adverse effects of climate change
View
View an interview about climate change and the CST principle of the Common Good at
www.youtube.com/watch?v=bXKNa29UX1Y.
Video Summary for Teacher Information

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The common good is the good for all, and the good of all, people.
Climate issues underly the good of all people. Economic and environmental issues are intertwined.
We have a common earth, our common home.
The common good is about treating our earth better.
Water, land, air and climate are the commons. But the common good is about the way in which we choose
to use these goods.
Ecological conversion is not just about turning to the natural environment, it’s also about turning to Christ.
Pope Francis is inspired by St Francis of Assisi who believed that our attention to the natural world is part of
our commitment to Christ. John Paul II and Patriarch Bartholomew I – stressed individual and community
conversion around the way we treat our environment.
There are three aspects of Pope Francis’ ministry, which are inspired by St Francis of Assisi: concern for
poverty, concern for peace-making and concern for creation.
Pope Francis promotes ecological virtues: love and care for creation, and justice, peace making and mercy
towards the natural world which has been exploited.
Activities
Complete Worksheet C6b: Climate Change and the Common Good. This worksheet helps students unpack the ideas
in Celia Deane-Drummond’s interview.
Complete Worksheet C6c – Climate Change Advocacy. Focus on advocacy for those adversely affected by climate
change. To find out about one of the ways in which Caritas advocates for those who are negatively impacted by the
effects of climate change, direct students to: www.caritas.org.nz/advocacy/submissions.
On this page students can find an explanation about how and why Caritas Aotearoa New Zealand staff engage in the
process of writing submissions to the New Zealand government on various social justice issues.
By going to the resource filter page and searching under: Topic: Environment, Group: Submissions, Type: Submission,
and Country: Aotearoa New Zealand, students can then scroll down to the submission entitled, Caritas submission
2015 on Climate Change Contribution Consultation.
This submission was written prior to the Climate Summit in Paris (in November 2015), and makes reference to what
the New Zealand government should be offering to contribute to reducing global greenhouse gas emissions (GHGs).
For background information on the Paris Agreement that came out of the Climate Summit, and the New Zealand
plan in terms of GHG emissions reductions, go to Fact Sheets 7, 8 & 9 at www.caritas.org.nz/schools/lent-in-schools.
Worksheet C6c helps students to unpack the ideas in this submission. This worksheet and Worksheet C6b are used in
the lessons to prepare students for the Yr 12 Religious Education achievement standard task, AS 90822. This task can
be found at www.caritas.org.nz.
Plans for the Last Week of Lent:
Holy Week Reflection and Liturgy
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.
‘In the poor and outcast we see Christ's face; by loving and helping the poor, we love and serve Christ.’
Pope Francis, Lenten Message, 2014
Secondary (Y9-13)
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?
Encourage older students to get involved
Students might like to contact Caritas Aotearoa New Zealand and subscribe to our e-newsletter to keep
them informed about the work of Caritas in the Pacific region. Go to www.caritas.org.nz and click on Sign up
to the Caritas monthly e-newsletter. There is no cost involved. Students just need to provide a name and an
email address.
350.org is a world-wide network of predominantly young people who are concerned about climate change
and engage in practical actions to try to reduce global warming.
Students can go to www.350pacific.org to find out more.
Students might also be encouraged to find out about a similar organisation called Generation Zero at
www.generationzero.org
Holy Week Liturgy
Use the Stations of the Cross Powerpoint Liturgy available at www.caritas.org.nz. Liturgy Notes for Secondary 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.
‘In the poor and outcast we see Christ's face; by loving and helping the poor, we love and serve Christ.’
Pope Francis, Lenten Message, 2014
Lesson F1 (Y1-2)
Learning outcomes:
* Understand the importance of school and learning
* Communicate how we feel safe
Setting the Scene
Does anyone remember what happened in Fiji in 2016? See if students can remember Cyclone Winston and the
events in February 2016.
Discussion
Ask students to share how they have felt on extra windy and wet days. Write some of the feelings up on the board
and talk about how people in Fiji had even worse weather that caused a lot of damage and fear.
View
Some teachers and students from the community of Natovi in Fiji share their feelings about what it was like when
Cyclone Winston hit Fiji. Look at the two PowerPoints (Story A and Story B) telling Joelli’s story and Vasiti’s story to
read what they said.
Discussion
What do you like about school? How does school help us as we grow up?
Activity
Complete Worksheet F1: School by writing/drawing in each of the rooms one good thing about school. Share with
others in the class and see if there were similar answers.
Discussion
Is school important to Joelli and Vasiti? What happened to their schools after the cyclone?
Both Joelli and Vasiti said that they were scared when Cyclone Winston came. What things scare us? What or who
helps us to feel better when we are scared?
View
Look at Poster F: After Cyclone Winston to see Paulina’s family walking to get to their home. Reflect on the questions
on the poster: (1) What damage can you see? (2) Paulina’s family home is behind the power pole – what do you
notice? (3) Does your neighbourhood look the same? (4) The church stands strong on the hill – why is this?
Prayer
Almighty God,
Thank you for your love.
Thank you for family and friends.
Thank you for Jesus – the calmer of storms.
We pray for the people of Fiji.
May you help them to find safety.
May you help them to have the food, water and shelter they need.
May you comfort them as they remember Cyclone Winston and what happened in their communities.
Be the strength they need to get through the hard days.
May Your will be done.
Amen.
Action
Put up pictures of Vasiti and Joelli on your class wall and remember to pray for them and their families.
Lesson F2 (Y3-4)
Learning outcomes:
* Understand the impact of a storm on a community
* Compare the impact of storms on New Zealand and Fiji
Setting the Scene
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.
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-causes-flooding-in-Nelson-region
Wellington gets swamped:
www.stuff.co.nz/dominion-post/79644478/Submerged-cars-flooded-streets-and-swamped-schools-acrossWellington-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.
View
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.
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.
Lesson F3 (Y5-6)
Learning outcomes:
* Explain how people recover after a storm
* Identify ways to support others who are recovering after bad events
Setting the Scene
Ask students to make a continuum from one side of the class to the other to see who has experienced a bad
storm/disaster before. Get students to share about their challenges and how they responded. For students at the
extreme end of never having experienced a bad storm, get them to share how they feel after listening to some of the
stories.
Brainstorm
As a class, list down some of the worst disasters students can think of that have happened around the world in the
last decade. How did people respond to these? In this lesson we will look at Cyclone Winston that hit Fiji in February
2016 and see how people responded.
View
View Video A: Winston and Natovi and listen to teachers and students share how they responded to Cyclone
Winston and how life has changed for them in Natovi.
Discussion
Did any of the responses in the Natovi community surprise you? What feelings were shared in the video?
View
Watch Video B: Paulina’s Story and discover how Paulina, her parents and young brothers and sisters are responding
after losing their home to Cyclone Winston.
Discussion
How do you feel after seeing Paulina and her family and what is left of their home? What do you think would happen
in New Zealand if a family lost their home? Put yourself in the shoes of Paulina and her parents. What would you do?
View
Watch Video C: Master Iosefo’s Story and find out how Iosefo Jone and his family/friends are responding after seeing
their family house badly damaged by the cyclone.
Discussion
How many people seemed to be helping Master Iosefo? Talk about the importance of community after loss.
Activity
On Worksheet F3: Responding to a Storm draw an image to show how people in Fiji have responded after
experiencing Cyclone Winston in 2016. Consider the responses from students and teachers in Natovi, Paulina and
her family, and Master Iosefo. Then lastly, draw a possible response that you might undertake in order to help
people you know about, who might be recovering after a bad event.
Prayer
Choose a prayer from the Climate Change Prayer Booklet at www.caritas.org.nz to pray for some of the most
vulnerable people around the world who are trying to respond after experiencing the negative effects of extreme
weather.
Action
Choose one action related to extreme weather from the Keep it Simple during Lent Calendar and make this your goal
for the week. Share with others around you to see if you can work together or support one another.
Lesson F4 (Y7-8)
Learning outcomes:
* Understand the emotional recovery aspect within the disaster cycle
* Identify ways we can be advocates for those who have experienced trauma
Setting the Scene
In any natural disaster or traumatic event, there is a cycle that people have to go through before they can
completely recover.
People who work as humanitarian workers for aid agencies like Caritas, use the follow diagram to help people
understand this recovery process. The first phase is the emergency response
phase where the priority is getting essential supplies to people, like water, food,
and tarpaulins for shelter.
The second phase is about recovery. In this phase people begin to rebuild their
homes or replant crops that have been destroyed. It is also at this stage that
people begin to recover mentally and emotionally from the shock of the
disaster.
The third stage is about rebuilding in such a way that future disasters will not
cause so much disruption and damage. This can include rebuilding stronger
houses, or emergency shelters that can keep people safe the next time a
disaster occurs.
The readiness phase involves such things as pre-positioning of emergency supplies close to a disaster-prone area, so
that if a disaster occurs again, people are prepared.
Brainstorm
What are some of the practical things that the people of Fiji had to do in order to recover from Cyclone Winston?
How might people begin to recover mentally and emotionally?
View
View Video A: Winston and Natovi and listen to teachers and students share how they responded to Cyclone
Winston and what effect the disaster had on the children emotionally.
Discussion
According to the teacher, what were some of the things that happened at school that helped the students recover
emotionally from the cyclone? Why do you think talking and singing and praying about the disaster were helpful
things for the children to do?
Read
Read Story C: CJD Response to students, which looks at how the psycho-social needs of cyclone survivors was met.
Find out more about Petero who works for the Suva Diocesan Commission for Justice and Development and how he
helped Anna. You might also like to view PowerPoint F1: Caritas and Fiji, for more background material about the
work of the Suva Diocesan Commission for Justice and Development.
Discussion
What gesture did Petero make that helped Anna in her emotional recovery?
Imagine you are Anna. How would you express your thanks to Petero for his generosity and kindness.
Activity
Worksheet F4 Helping with psychological recovery
Prayer
Hehu Karaiti, Christ Jesus,
in your own life on earth
you went out of your way
to offer a kind word or a healing hand
to those in need.
Open our eyes
to see the people in our everyday lives
who may be struggling with some difficulty or sadness.
Inspire us to reach out
in practical ways
in order to relieve their sorrow and pain.
Amen.
Action
Think about someone you know of who could do with some encouragement at this time. Plan to do some small thing
to help cheer this person up.
Lesson F5 (Y9-11)
Learning outcomes:
* Understand the damage caused by Cyclone Winston and the response in Fiji
* Find examples of leaders bringing hope out of hopelessness
Setting the Scene
In any natural disaster or traumatic event, there is a cycle that people have to go through before they can
completely recover.
People who work as humanitarian workers for aid agencies like Caritas, use the follow diagram to help people
understand this recovery process. The first phase is the emergency response
phase where the priority is getting essential supplies to people, like water, food,
and tarpaulins for shelter.
The second phase is about recovery. In this phase people begin to rebuild their
homes or replant crops that have been destroyed. It is also at this stage that
people begin to recover mentally and emotionally from the shock of the
disaster.
The third stage is about rebuilding in such a way that future disasters will not
cause so much disruption and damage. This can include rebuilding stronger
houses, or emergency shelters that can keep people safe the next time a
disaster occurs.
The readiness phase involves such things as pre-positioning of emergency supplies close to a disaster-prone area, so
that if a disaster occurs again, people are prepared.
Brainstorm
Which aspects of the disaster do you think would be the most difficult to recover from: the physical damage to
property, or the emotional damage to people’s sense of security and well-being?
View
Video D: Loss and Community: Find out how neighbouring parishes assisted the people of Natovi, and how people
have begun to recover emotionally from Cyclone Winston.
Discussion
How does Fr Eliesa describe the way that people were acting after the cyclone? Why were they so shocked?
How does Fr Papila describe the way he felt during the cyclone? What has helped him and his community to
recover?
How are the members of the CJD helping those traumatised by the disaster?
Read
Read Story C: CJD Response to find out about Petero who works for the Suva Commission for Justice and
Development. You might also like to view PowerPoint F1: Caritas and Fiji, for more background material about the
work of the Suva Diocesan Commission for Justice and Development.
How might the actions of Petero helped Anna to recover emotionally from the cyclone?
Brainstorm
Who are the traumatised and isolated people in our communities? (e.g. the homeless).
How can we help these people?
Activity
Complete Worksheet F5: Leaders Bringing Hope
Prayer
Loving God,
a disaster can damage our homes, schools and precious things,
but it can also damage our confidence, our faith, our resilience, our trust.
We pray in thanksgiving for the generous people who go out of their way
to help someone who has suffered trauma or shock.
Thank you for those who make cups of tea and sit down and listen
to those with a frightening story to tell.
May we be brave and generous enough to truly ‘encounter’
those in need of our time and emotional support.
Action
Pope Francis suggests we must have the courage to go against the tide of this culture of efficiency, to encounter and
welcome everyone.
Who is someone we can ‘waste time’ with this weekend? Maybe someone who is housebound and would love a
visitor, or a friend who’s a bit down and could do with getting out with you and your friends.
Lesson F6 (Y12-13)
Link to ‘Loss, Grief, Death and Dying’ (Y12) and ‘Making Meaning’ (Y13)
Learning outcomes
*Understand how people can be supported through the psycho-social aspects of recovery.
*Learn about how people can derive meaning out of difficult experiences.
Setting the Scene
Ask students to recall the grief trough of Elizabeth Kübler-Ross as outlined in the Student learning book for Unit 12D,
Loss, Grief, Death and Dying (pages 8-11).
View
Video D: Loss and Community: Find out how neighbouring parishes assisted the people of Natovi, and how people
have begun to recover emotionally from Cyclone Winston.
Discussion
Ask students if they recognise any of the common stages of grief in Fr Papila’s story.
What meaning does Fr Papila draw from his traumatic experiences? Does he learn anything from his experiences?
Read
From the Caritas in Action section at the start of this module, get students to read Caritas Support for the Suva
Diocesan Commission for Justice and Development. You might also like to view PowerPoint F1: Caritas and Fiji, for
more background material about the work of the Suva Diocesan Commission for Justice and Development.
Activity
Complete Worksheet F6: Working Through Grief and Loss to Find New Meaning
Prayer
Loving God,
We pray specifically for the work of Sr Mariana and the counsellors whom she has trained.
Equip them with wisdom and compassion as they serve those most affected by Cyclone Winston.
May they bring healing and hope to those recovering from this disaster.
Grant them resilience to begin rebuilding their lives again.
Amen.
Action
Think about someone you know of who has recently been through a traumatic experience.
What is one way you can assist this person in their road to psychological recovery?
Lesson K1 (Y1-2)
Learning outcomes:
* See the damage caused by rising sea levels
* Identify ways to act at home to help protect our world
Setting the Scene
Kiribati is a country made up of 33 small islands surrounded by the Pacific Ocean. The level of the ocean is rising
slowly and these islands and the people of Kiribati are feeling this change in dramatic ways.
Brainstorm
Why do people build walls? What sort of walls have you seen with your own eyes? (Fences are used to keep people
safe. Some walls are built to keep people out – like a castle. Other walls are made to stop the impact of weather and
the environment).
View
Look at Poster K: Sea Walls from the picture pack and reflect on the questions about sea walls.
Watch the PowerPoint of Story A: Rabaere Matai and Troubles with Sea Walls.
Can you pronounce the name of Rabaere’s village? What happened to the sea wall protecting his home? What has
Rabaere had to do since the wall was damaged? What happened to the family home as a result of the wall being
broken?
Discussion
Close your eyes and imagine you are living on an island and strong waves are coming up to your house and breaking
down your fence/wall. How do you feel? What can you do?
Activity
As a class, divide into three groups (waves, wall and home) and act out what happened in the story.
Complete Worksheet K1 by drawing a home and sea wall based on the images from the PowerPoint.
Prayer
Mighty God,
Maker of Heaven and Earth,
Creator of waves and land,
We pray for the people of Kiribati,
give them strength,
help them to work together
to find ways to live
even though rising water
damages their walls and homes.
Help us to find ways
to slow the sea rising
Amen.
Action
Look at the poster Take Action at Home and select two ways you could have a positive impact on the changing
climate in our world that affects people such as those living on Kiribati. Make a sticker chart and give yourself a
sticker every day that you remember to follow the actions you have chosen to do at home.
Lesson K2 (Y3-4):
Learning outcomes:
* Understand how rising sea levels cause damage
* Identify ways to act at home to help protect our world
Setting the Scene
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.
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).
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?
View
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.
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.
Lesson K3 (Y5-6):
Learning outcomes:
* Understand the challenges faced by people in Kiribati
* Describe how people are adapting to rising tides in Kiribati
Setting the Scene
What do we already know about climate change? What are some of the stories that we can remember about people
living with the impacts of climate change?
Brainstorm
Have you heard of Kiribati? What do you know about the Pacific nation of Kiribati? Do a quick Google search or take
a few moments to research the word ‘Kiribati’ and see what you find out. Share these findings with the rest of the
class.
View
Watch Video C: A Call to the World to find out about the challenges that people from Kiribati are facing.
Discussion
How did you feel after watching A Call to the World?
What are the problems faced by the people of Kiribati as identified in the video?
What are the causes of these problems?
Summarise the main message that the video hopes to bring to those watching.
Activity
Use Worksheet K3 to record some of the challenges faced by the people of Kiribati. On the same sheet write about
some of the actions that people are taking to adapt to the rising tides.
Are there any actions that you feel you could make as a class or as a family at home to reduce the impacts of climate
change on people in Kiribati and around the Pacific?
View
Watch Video E: Mangroves – An Excellent Solution and see how Boore and others on Kiribati are using mangroves to
protect their land from the rising tides. Share with your class what surprised you the most after seeing the video.
Research
Find out more about how mangroves grow and in which countries they are found. Research how long it takes for a
mangrove plant to grow to become useful in protecting communities in Kiribati from rising tides?
Prayer
Creator God, thank you for your amazing creation.
Today we pray particularly for the people of Kiribati.
May you give them strength to face the challenge of losing their homes.
Help the leaders to guide their people and give them hope.
Help the rest of the world to see what is happening in Kiribati
and to respond by taking action and limiting the impacts of climate change.
Amen.
Action
Look at the poster Take Action at Home and rank all of the solutions in terms of the most effective and also easiest
to do. See if you can come up with two more actions you could take to protect our environment and reduce the
impacts of climate change.
Lesson K4 (Y7-8):
Learning outcomes:
* Understand the situation in Kiribati with the impacts of coastal erosion
* Explore ways to be advocates for people impacted by climate change
Setting the Scene
Ask students to define what coastal erosion means. Write down your best summary for the class for all to see and
then compare it with the official definition from a dictionary or the Internet. Has anyone in the class experienced
coastal erosion? Coastal erosion is one major challenge in many Pacific countries including Kiribati.
View
Watch PowerPoint A: Caritas Helping in the Pacific to see the different ways that Caritas is helping communities
throughout the Pacific.
Brainstorm
List all the ways that Caritas staff are being advocates for people in need of support? Attempt to rank these actions
from most important to least important. Are there any actions that you have listed that you feel you could do as
well? Are there any actions that you would like to do in the future?
View
Watch Video C: A Call to the World to find out what the challenges are for people in Kiribati as a result of climate
change (including coastal erosion).
Discussion
Ask students to share how they felt while watching the video. What were some of the most surprising messages?
See if the class can come up with five challenges, five solutions and five interesting facts from the Video Dontent.
View
Look at the PowerPoint of Story D: Boore Moua and the Caritas Kiribati Youth Group and also watch Video D: Boore,
James and the Caritas Kiribati Youth Group to see how local youth are making a difference as advocates for their own
people in Kiribati.
Discussion
On a scale from 1 – 10 decide, as individuals and as a class: (1) How inspiring the Kiribati youth are (2) How effective
you think the actions of the youth are to mitigate climate change, and (3) How easy it would be for New Zealand
young people to do a similar thing in their own communities.
Research
Find out more about Kiribati by thinking of three things you want to know then researching to find out the answers.
Prayer
Choose from the Climate Change Prayer Booklet at www.caritas.org.nz and pray as a group for people in Kiribati and
throughout the world who are adapting daily to the impacts of climate change.
Action
As a class think of a creative way to tell others about the challenges faced in Kiribati and what we can do in New
Zealand to make a positive difference.
Activity
Using Worksheet K4, design a poster that promotes students at your school being climate change advocates. Your
finished poster could be displayed somewhere in the school or shared electronically if it is designed on a computer.
Lesson K5 (Y9-10):
Learning outcomes:
* Describe the situation in Kiribati with the impacts of coastal erosion
* Explain how people in Kiribati are adapting to rising tides
Setting the Scene
Recap what you know already about the challenges faced by Pacific Islanders due to climate change and how they
are adapting to these.
Discussion
Where are the islands found that make up the nation of Kiribati? What do students already know about Kiribati?
View
Watch Video B: Kiribati: The Islands Being Destroyed by Climate Change and take note of the challenges faced by
people in Kiribati and their response and fears.
Activity
Write down all the challenges you heard from the Video Bnd circle each in a bubble. Then beside each challenge
write down an effect or adaptation that is mentioned. What are the most damaging challenges and is it possible for
these to be avoided through adaptation?
View
Caritas supports a youth group in Kiribati who are helping others adapt to the challenges they face on a daily basis.
Watch Video D: Boore, James and the Caritas Kiribati Youth Group and Video E: Mangroves – An Excellent Solution to
find out how the youth of Kiribati are combating climate change impacts and helping others adapt.
Discussion
What stands out the most about the effort of the young people? How does it make you feel?
View
Read the following article written by teenager Kirita Moote titled Climate change: 'I fear Kiribati will be gone forever'.
Click on the following link to hear Kirita’s voice: www.stuff.co.nz/environment/80764635/Climate-change-I-fearKiribati-will-be-gone-forever. Add any additional challenges and adaptations to your original list after reading the
article. What is your response after reading her final words?
Prayer
Share one of the prayers from the Climate Change Prayer Booklet at www.caritas.org.nz. Read the words silently a
couple of times reflecting on what you are saying to God. After a moment of silence say the prayer together.
Research
Go to Fact Sheet 9: New Zealand’s Greenhouse Gas Emissions Reduction Plan on the Caritas website under Lent
Resources 2017. Go to the websites referred to on the fact sheet and find out more about how New Zealand’s plan
stacks up next to international targets.
Activity
After learning about the situation in Kiribati and finding out more about New Zealand’s emission targets, write a
letter using Worksheet K5 addressed to your local Member of Parliament. Let them know what you think of the
current situation and let them know that you feel New Zealand needs to take greenhouse gas emission reductions
more seriously.
Lesson K6 (Y11+)
Learning outcomes:
* Evaluate the impact of coastal erosion in Kiribati
* Explore ways to take responsibility and be advocates for reducing climate change
Setting the Scene
Find the atolls of Kiribati on Google Maps (or a world map) and see if you can count all 33 of them! Look particularly
for the following places taking note of their shape and coast line area: Binoinano, Aranuka, Abaiang, Tarawa, Maiana.
Brainstorm
After visualising the physical nature of Kiribati, what challenges do you predict I-Kiribati people experience due to
their environment? Had you heard of Kiribati before today?
View
Watch Video B: Kiribati: The Islands Being Destroyed by Climate Change and be prepared to share your feelings
about the reality of coastal erosion in Kiribati and the impact it is having on communities across the islands.
Discussion
As a class, share your initial reactions after seeing Video B. Are you surprised at the level of coastal erosion in
Kiribati? Should people have to rebuild their own walls at their own cost? What other adaptive techniques could the
people be using? How would you feel if you lived in Kiribati? How could we help from New Zealand? Do you think
the government should land bank Crown land for the possibility of future refugees?
Activity
Make a continuum as a class, based on how people feel towards the following statement:
More should have been done internationally before now to reduce the effects of climate change felt in Kiribati.
Those in agreement should stand at one end of the class while others who disagree should stand at the other end.
Allow different voices to be heard along the continuum to understand the range of perspectives.
View
Read some of the related articles listed at the back of this module that shed light on the plight of the I-Kiribati people
and how they are responding.
Research
Find out what actions Caritas Aotearoa New Zealand is taking to support the people of Kiribati in their battle against
climate change. Go to www.caritas.org.nz/where-we-work/Kiribati to find out about Caritas programmes that are
helping the I-Kiribati people.
Activity
Write a letter, poem or song to your youngest nephew, niece, cousin, brother or sister promising to ensure that you
will do all you can to reduce the impact of climate change.
Be inspired by the letter written by a 26 year-old poet from the Marshall Islands to her daughter Matafele Peinem
and presented to the UN Climate Summit in 2014: pacificguardians.org/blog/2014/09/24/pacific-voice-at-un-climatesummit-dear-matafele-peinem/.html
Action
Look at the Take Action at Home poster and reflect on how many of these actions you currently undertake to care
for our environment and minimise the impacts of climate change. Rank these in order in terms of: (1) Easiest to do
(2) Most effective (3) Actions I want to start doing the most. Challenge yourself to make this planet a better place
and try to take up a few of the Take Action ideas at home.
Lesson P1 (Y1-2)
Learning outcomes:
* Understand that food and homes are different in the Pacific
* Recognise that land is a gift from God
Setting the Scene
What do we mean when we refer to the Pacific? Who has heard of these countries: Fiji? Tonga? Samoa? Papua New
Guinea? We are all neighbours like people in your street yet we all are quite different.
Brainstorm
What are some common foods that we eat in New Zealand? Write these on the board. Which of these are enjoyed in
other Pacific countries? Circle these.
View
Look at Poster P: Home to see a traditional home in Papua New Guinea. Reflect on the questions.
Watch together PowerPoint P1: PNG: Food and Homes to find out more about food and houses in Papua New
Guinea.
Discussion
What were some of the differences to the New Zealand foods you listed on the board and the types you saw in the
PowerPoint? Did you notice any differences in the houses found in Papua New Guinea with the ones we have in New
Zealand? What are the reasons for this?
Activity
Think about your own home. Close your eyes and picture yourself in different places (bedroom, lounge, kitchen,
backyard?). What do you like about your home? What things make it special? After some initial sharing complete
Worksheet P1: Home Sweet Home to show what makes our home special.
Discussion
Homes and land are very important to people all over the world. In many places, land has belonged to families for
hundreds of years and has become part of who they are. Unfortunately, in some parts of Papua New Guinea, people
are losing their land and their homes because the sea level is getting higher. People have been forced to move away
from the coast or to a new island altogether.
How do you feel knowing that some people have lost their homes due to warmer temperatures causing the sea level
to go up?
Prayer
Choose a prayer from the Climate Change Prayer Booklet at www.caritas.org.nz to pray for people impacted by
climate change. Remember to thank God for all the good things we have included our homes. Remember those who
have lost their homes and are moving to a new place to live.
Action
Create little signs to put up at home that will act as a reminder to either:
1) Pray for people without a home or those moving to a new home; or
2) Remember how lucky we are to have the things that we do at home.
Lesson P2 (Y3-4)
Learning outcomes:
* Realise the impact when people are forced to leave their home
* Understand how Caritas is helping in the Pacific
Setting the Scene
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?
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)?
How do you think God feels when he sees what is happening to his created world?
View
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?
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.
Lesson P3 (Y5-6)
Learning outcomes:
* Love others through our actions
* Identify the challenges faced by people in Papua New Guinea
Setting the Scene
Review what has been learnt already about life in the Pacific and the impacts of climate change. Get students to
share their goals for Lent with those around them.
Brainstorm
See how many things your class knows about Papua New Guinea. Add up your existing knowledge one fact at a time.
Students may have lots of questions too and these can be recorded also to find out about later.
Activity
Read Story C: New Britain – Losing Ground out loud to the class and ask them to close their eyes and imagine what is
being described. If there is time, ask students to draw the image that stood out to them in their mind after hearing
what is happening with coastal erosion in West New Britain.
View
Find Manus Island on a map for the students and share Story D: Manus Island – Food Chain Change. Ask students to
identify two big problems on Manus Island that the communities are facing as a result of climate change.
View
Watch PowerPoint P2: Ursula Rakova’s Story to see the problems faced by the people of the Carteret Islands who are
starting to move from their homes due to rising sea levels and coastal erosion.
Discussion
After watching the video get students to share how they feel. How do Carteret Islanders show love to each other
through their actions? How can we show love to people living such a long way away?
Research
Over the next week, take note of any current events in New Zealand that are climate change related and compare
them with those you have identified in PNG. Are there any differences?
Activity
Complete Worksheet P3 to summarise the impacts felt in PNG. Also record any national climate change related
current events news you find. Compare the two lists on the back of the sheet.
Prayer
Assign each of the issues identified by the class in Worksheet P3 to different small groups to focus on. Ask each
group to write a short prayer to then share with the class. This may be read out loud, displayed as a poster, or
presented in some way (song, drama etc…).
Activity
Write a newspaper article as a journalist witnessing some amazing action (in either New Zealand or PNG) where a
person or group have made a change in order to reduce the impacts of climate change. Try to include a couple of
quotes in the article from the people involved and the people who are feeling the positive impact on their lives.
Display these around the class or share them if you have typed them electronically. Inspire each other to make these
articles a possible reality!
Lesson P4 (Y7-8)
Learning outcomes:
* Follow the example of Jesus as an advocate for people in need
* Explain the challenges faced by Carteret Islanders having to relocate their home
Reflection
Reflect on examples found in the Gospels where Jesus was an advocate for people in need. What was his motivation
to help vulnerable people? What was the common reaction after Jesus showed love through his actions?
Discussion
Who are the people most in need in today’s world? Who do you see and meet that needs help? Is it easy for us to
help them? How can we be advocates for them?
Setting the Scene
One third of the population of Papua New Guinea (PNG) lives below the poverty line. Life is challenging in PNG and
the country ranks near the bottom of the human development index (HDI). Climate change affects many local Papua
New Guineans severely, due to their heavy reliance on growing local produce and fishing from coastal areas.
View
One extreme example of a community in PNG having to adapt to the challenges caused by climate change are the
people of the Carteret Islands. Get students to read Story A: On the Move – Ursula Rakova’s Story and watch Video
A: Ursula Rakova on climate-induced relocation to understand the situation faced by Ursula Rakova and her people.
Discussion
As a class, try to summarise both the challenges and the response by the people of the Carterets in less than five
sentences. Put yourself in the shoes of Ursula Rakova or her granddaughter and imagine how you would feel. Could
you imagine being forced to leave your home because the waters were getting closer by the day?
Activity
Worksheet P4: Plan B presents five different scenarios where a community is faced with losing their land and home.
Divide the class into five groups and assign a scenario to each of them. Ask them to read their situation and work out
a way to present the scenario effectively to the class through drama or freeze frames. Then groups can explain what
their plan B would be to solve the problem.
Research
Use the Internet to find other countries where communities are becoming refugees searching for a new home due to
climate change or other factors. See if you can find out how many people each year are forced to leave their homes.
Prayer
Become an advocate for others by choosing from the Climate Change Prayer Booklet and praying for people in need
across the world. In particular, remember those who are forced to leave their homes and become strangers in a new
place.
Activity
Create a plan for being an advocate for the people of the Carteret Islands to find ways to raise awareness about their
enforced relocation and to be a source of hope and love like Jesus was over 2,000 years ago. This may be on an
individual level, for the class as a whole, or the entire school.
Action
Review the daily actions on the Lent Calendar and continue the challenge to find small ways to minimise your impact
on climate change as felt by people throughout the Pacific and across the world.
Lesson P5 (Y9-10)
Learning outcomes:
* Recognise attributes in Pacific leaders that we can be inspired by and follow
* Explain the climate-related challenges faced in PNG
Setting the Scene
Locate Papua New Guinea on a world map and determine where its borders can be found and how many islands it
comprises. Almost half the population are subsistence farmers relying on their own self-sustainable natural lifestyle
growing and selling their own crops. More than 80 per cent of the country live outside of urban centres in rural
areas.
Brainstorm
Based on existing knowledge of Papua New Guinea and what is known already about climate change impacts in the
Pacific, write down some expected challenges for people in PNG. Share these before hearing the story and watching
the video. Find out if anyone knows what the El Niño cycle is and its effects.
View
Read Story B: El Niño Impact as a class and get a number of students to be the individual voices explaining the impact
of the changing weather patterns and the devastation caused by the droughts, frosts and fires.
Discussion
Ask students to share how they feel after hearing what was experienced in PNG as a result of the El Niño.
View
Watch Video C: Sinking Paradise – Carteret Islands and ask students to take note of the many challenges faced by the
Carteret Islanders as they listen to Nicholas explain the situation. Get students to share their initial thoughts after
watching the video and then look closer at Ursula Rakova as an example of an inspiring leader by watching Video A:
Ursula Rakova on climate-induced relocation.
Research
Complete a Google search of ‘Ursula Rakova’ and find out how long she is been campaigning for her people on the
Carteret Islands. Make a list of the number of organisations (such as Caritas) that she has worked with to get her
message out for people to take seriously the plight of the Carteret Islanders. You can go to www.tulelepeisa.org/about/ursula-rakova/ to find out more too.
Activity
Complete Worksheet P5 to identify the inspiring attributes that Ursula Rakova teaches us to have. As part of the
activity look at the ways in which you can stand up for people in your community and our neighbours in Pacific
countries impacted by a changing climate.
Prayer
Select a prayer to share together from the Climate Change Prayer Booklet at www.caritas.org.nz and remember the
people impacted by climate change around the world – including those in Papua New Guinea.
Action
Choose one of the attributes you identified in Ursula Rakova from Worksheet P5 and write this down in a place you
will see regularly. Keep this as a personal challenge and whenever you see this attribute, be continually inspired to
be a leader for justice, to live for those in need, and to stand up for those closest to you when they need support.
Lesson P6 (Y11+)
Learning outcomes:
* Understand climate-related challenges faced in PNG and how people are adapting
* Consider ways to be in solidarity with others facing difficult situations
Setting the Scene
Review what has been learnt so far about climate change and how people in the Pacific are adapting. Find out if
anyone has been to Papua New Guinea before so they can share their stories. Or get students to predict what
challenges are faced in PNG as a result of climate change related issues.
View
Read Story B: El Niño Impact as a class and get a number of students to be the individual voices explaining the impact
of the changing weather patterns and the devastation caused by the droughts, frosts and fires.
Discussion
How much did you hear in 2015 and 2016 about the impacts of the El Niño throughout the Pacific? Were you aware
of the scale of damage to livelihoods in PNG? Is there anything we can do in response?
View
Watch Video B: Life on Han Island and hear from a couple of the elders on Han Island as they talk about rising sea
levels and their cultural and historical connection.
Discussion
Was anything surprising in Video B? What were Bernard and Rafina’s key messages? How does it make you feel? Is
there any way we can respond?
View
Watch Video A: Ursula Rakova on climate-induced relocation and find out the problems faced by the people of the
Carteret Islands off the coast of Bougainville and the solution they have found as explained by Ursula Rakova. What
is the hope that comes through in Video A?
Research
Find out more about the experiences of other communities in PNG in regard to impacts caused by a changing
climate. Write down where they come from and what they need. Read some of the related articles at the back of this
unit. Look at Story C and Story D for more information too if required.
Activity
Find out what Caritas Aotearoa New Zealand is doing to support communities in Papua New Guinea as they attempt
to adapt to the effects of climate change. Go to www.caritas.org.nz/where-we-work/papua-new-guinea
Prayer
As an act of solidarity, write a short prayer for the millions around the world who are impacted by a changing climate
and the lost connection with their home. Keep this prayer in a place where you see it regularly to help you
remember these people in your prayers.
Action
Use the prayers you have written for PNG in your class prayers at the beginning of RE lessons.
Lesson T1 (Y1-2)
Learning outcomes:
* Compare a house in Tonga with houses in New Zealand
* Identify the things that we need fresh water for
Setting the Scene
Show students Poster T: Collecting Water.
Katalina’s house is very close to a lagoon and she collects water from the roof. So why does she have to buy bottled
water from the shop to drink?
More Background Details for Teachers
Katalina Vea moved to her home by the sea in 2009 with her husband and six children. When they asked for approval,
the town officer just said, “If you want to reclaim the land, reclaim it.”
Initially, they bought one truckload of stones, supplemented by leftover stones from construction jobs her husband
and brother-in-law were working on. In small holes of topsoil in the ground, she planted an orange tree and native
plants. Along their house, other plants grow in pots.
The house itself is made of recycled corrugated iron. Large packing cases provide internal walls to separate two small
bedrooms from the living area, which doubles as another bedroom. Cooking (as with most basic homes in Tonga) is
done in an outdoor kitchen. Her husband built a toilet outside, with the waste going to a septic tank. A broken
refrigerator gathers seawater when the tide comes in, and that is used to flush the toilet.
After 97 truckloads of fill to build up the land, Katalina says king tides (the highest tides of the year) don’t normally
come into the house now. The family will put a few more truckloads of stones down the back of the house. When that
is done, they will lay foundations for a proper house. However, Katalina is proud of their existing home because it was
“all their own doing”.
Brainstorm
What is Katalina’s house made of?
Katalina lives with her husband and six children. Does her house look big enough? How many rooms do you think
there are in Katalina’s house?
Discussion
Discuss details about the construction of the house:
What is Katalina using to hold the roof onto her house? What is holding up the walls? Do you think that Katalina’s
house would stay standing if there was a strong wind?
Discuss details about the sea and other sources of water:
Can you see the sea behind Katalina’s house? Can Katalina and her family drink the sea water? Why not? What could
Katalina use the sea water for? Could it be dangerous living so close to the sea?
How do you think Katalina collects fresh water? Do you think it will be safe to drink? What could make it unsafe to
drink? How could Katalina make sure it was safe to drink? How do you collect fresh water?
Activity
Complete Worksheet T1a about what people need fresh water for.
Or Complete Worksheet T1b about sources of fresh water in houses in New Zealand
Prayer
Thank you God that there is lots of rain in most parts of New Zealand, so that most people have plenty of fresh water
to drink. We pray for places in New Zealand, and in other countries, where it is hard for people to get enough water.
Help us to use water carefully and not to waste it. Amen.
Action
Choose an action to do with saving water from the Lent 2017 calendar.
More Notes for Teachers for Worksheets T1a and T1b
In June 2015, Katalina’s house was actually rebuilt with funds from the Mormon Church and from her son. You might
like to show the children pictures of Katalina’s new house, and discuss with the students the ways in which this
house might be better than her old house.
Despite the fact that Katalina and her family now have a stronger house, they still have difficulties getting fresh
water.
In 2016, Katalina and her family tried to get their house connected to an underground water supply but there has
been no progress on this to date. In the meantime the only fresh water she has access to, is the water coming off the
roof into the plastic containers. Because the containers are not sealed and the water on the roof is sometimes dirty,
this water is not suitable for drinking. So Katalina and her family actually buy drinkable water in 20 litre bottles from
the local shop.
Homes near Katalina’s house can suffer from extensive flooding when there is a king tide or excessive rain. Katalina
says she will need to continue to reclaim land to protect her house from flooding and salt water intrusion.
Lesson T2 (Y3-4)
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
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.
Brainstorm
Ask the students what problems might occur if they lived on a very flat island with no hills, surrounded by the ocean.
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.
View
View PowerPoint T1: Welcome to Ha'apai (Y3-4).
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?
Activity
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?
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.
Use Worksheet T2a to work out how many 2 litre containers of water you would go through in a day.
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.
Prayer
Dear Lord,
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.
Lesson T3 (Y5-6)
Learning outcomes:
*Be aware of the amount of water used every day
*Investigate the cleanliness of a local stream and how water filters work
Teacher Background
Read Fact Sheet 4: Fresh Water in New Zealand and Fact Sheet 5: Climate Change and Fresh Water in New Zealand.
Fact Sheet 4 contains a link to the LAWA (Land, Water, Air Aotearoa) website which has information about the water
quality of many of New Zealand’s major water sources.
Setting the Scene
Show students a 1 litre plastic milk bottle or soft drink bottle. Ask them to guess how many bottles full of water they
use every day. Considering showers, baths, the number of times they flush the toilet per day, the water used to cook
their meals, do the dishes, brush their teeth and wash their clothes
Have students use the water calculator in the link below to find out their daily water use.
www.gw.govt.nz/household-water-use-calculator
View
View PowerPoint T2: Welcome to the Ha’apai Islands (Y5-6)
Brainstorm
It is estimated that each New Zealander uses approximately 250 litres of water per day.
How many litres of water do you think people on the Ha’apai islands use every day?
[The answer is about 3 litres]
Ask students to compare this with the amount of water they calculated that they used every day.
How could people in New Zealand cut down their water use?
Activity
Where does your water come from?
Find out where the water that is piped into your home comes from. If you are on a town or city supply you will be
able to find this information from the website of your local council.
If you live in a rural area, you may get water from a local waterway. Find out if the water is treated before you use it.
Where could you get clean water from if your water pipes were broken or contaminated? Are your local waterways
(streams and rivers) clean?
Testing water quality
Use Worksheet T3a to find out about a simple way to test water quality of a local stream.
Use Worksheet T3b for students to make a model water filter.
For information about how to tell if water is healthy or not, go to...
www.wikihow.com/Identify-a-Healthy-Stream
If you need more background information about making model water filters go to ‘Interactive water filtration’ on the
website below and click on Autoplay to see how to do the experiment.
www3.epa.gov/safewater/kids/flash/flash_filtration.html
More Activities
The following Water Care website has some great activities to do with testing water quality and conserving water.
www.watercare.co.nz/community/water-in-schools/water_quality/Pages/Water%20Quality.aspx
Scroll down the page to find Water Facts, Posters and Games. The Water Conservation game is a good one.
The following website is a comprehensive fresh water testing unit of work from the Department of Conservation.
www.doc.govt.nz/Documents/getting-involved/students-and-teachers/themes/wet-feet/wet-feet.pdf
Discussion
What could people in New Zealand do to make sure their local streams and rivers can stay clean?
How could NZ students cut down the amount of water they use each day?
Action
Choose one of the actions on the Lent Calendar that is related to conserving water. Ask students to complete this
action this week.
Prayer
Thank you God that Aotearoa is blessed with many beautiful lakes and rivers. Help us to care for our waterways, so
that our children and grandchildren will also have clean water to use.
Amen.
Lesson T4 (Y7-8)
Learning outcomes:
*Understand the impact climate change is having on communities in parts of Tonga
*Describe the qualities of someone who is an effective advocate for others
Setting the Scene
Amelia Ma’afua is an example of someone who brings about the Kingdom of God in practical ways. She works tirelessly
to help people in Tonga who are facing difficulties as a result of climate change.
Background information for teachers
Among her jobs as Climate Change Officer are:
-
prepositioning emergency supplies and distributing these supplies if a natural disaster occurs
-
gathering information from communities about the traditional farming practices which will help crops to grow
in difficult climates
-
assisting communities to have enough fresh water supplies
-
speaking at public meetings about the effects of climate change in her country
-
working with communities and the Tongan government to come up with plans to adapt to climate change
-
advocating for those who don’t have a voice at local and international levels.
For more background reading about Amelia, read Story C.
More background information for students and teachers
Read Fact Sheet 1: Facts and Figures about Water
Read Fact Sheet 2: Sustainable Development Goal #6
Read Fact Sheet 3: Remarkable and Alarming facts about water
Brainstorm
When you think of jobs that you might do when you leave school, have you ever thought about being a climate
change officer? What do you think a climate change officer might do? Do you think we need climate change officers
in New Zealand?
View
View PowerPoint T3: Tonga’s Climate Change Officer - Amelia Ma’afu.
Discussion
Why do you think Caritas Tonga decided to employ a climate change officer? What are some of the things that
Amelia does?
What personal qualities would Amelia need to have in order to do her job well?
Which part of Amelia’s job would you enjoy the most?
What does it mean to be an advocate for others?
Do you think Amelia is an inspiring person? Why or why not?
How is Amelia contributing to the United Nations Sustainable Development Goal # 6? See Fact Sheet 2: Sustainable
Development Goal # 6.
Activity
Choose one of the activities listed on Worksheet T4/5, and express your concern about global warming in either a
speech, a haka or clap dance, or in a poem.
View
View 350pacific.org/warrior-videos/ for ideas about creating hakas or clap dances about climate change.
Listen to Kathy Jetnil-Kijiner speaking at the opening ceremony of the UN Climate Leaders Summit in New York City
in 2014, for ideas about using poetry to persuade people to act to stop climate change:
www.youtube.com/watch?v=L4fdxXo4tnY
Prayer
Help us Lord to be advocates for Pacific Island peoples who are suffering from the effects of climate change. Help us
to speak out and share with others the need to reduce greenhouse gas emissions in our own country.
May we lead by example, and take steps to reduce our own carbon footprint.
Action
Invite students to choose an action from the Lent Calendar that will help them to reduce their carbon footprint. They
can focus on this action for a week or for the whole of Lent.
Lesson T5 (Y9-10)
Learning outcomes:
*Define the term ‘advocate’
*List the qualities of an effective advocate
Setting the Scene
Amelia Ma’afu is an example of someone who brings about the Kingdom of God in practical ways. She works tirelessly
to help people in Tonga who are facing difficulties as a result of climate change.
Background information for teachers
As the Climate Change Officer her jobs include:
prepositioning emergency supplies and distributing these supplies if a natural disaster occurs
gathering information from communities about the traditional farming practices which will help crops to grow
in difficult climates
assisting communities to have enough fresh water supplies
speaking at public meetings about the effects of climate change in her country
working with communities and the Tongan government to come up with plans to adapt to climate change
advocating for those who don’t have a voice at local and international levels.
For more background reading about Amelia, read Story C.
More background information for students and teachers
Read Fact Sheet 1: Facts and Figures about Water
Read Fact Sheet 2: Sustainable Development Goal #6
Read Fact Sheet 3: Remarkable and Alarming facts about water
Brainstorm
When you think of jobs that you might do when you leave school, have you ever thought about being a climate
change officer? What do you think a climate change officer might do? Do you think we need climate change officers
in New Zealand?
View
View the PowerPoint, Tonga’s Climate Change Officer - Amelia Ma’afu.
Discussion
Why do you think Caritas Tonga decided to employ a climate change officer? What are some of the things that
Amelia does? What personal qualities would Amelia need to have in order to do her job well? Which part of Amelia’s
job would you enjoy the most? What does it mean to be an advocate for others? Do you think Amelia is an inspiring
person? Why or why not?
How is Amelia contributing to the United Nations Sustainable Development Goal # 6? See Fact Sheet 2: Sustainable
Development Goal # 6
Activity
Choose one of the activities listed on Worksheet T4/5, and express your concern about global warming in either a
speech, a haka or clap dance, or in a poem.
View
View 350pacific.org/warrior-videos/ for ideas about creating hakas or clap dances about climate change.
Listen to Kathy Jetnil-Kijiner speaking at the opening ceremony of the UN Climate Leaders Summit in New York City
in 2014, for ideas about using poetry to persuade people to act to stop climate change:
www.youtube.com/watch?v=L4fdxXo4tnY
Prayer
Help us Lord to be advocates for Pacific Island peoples who are suffering from the effects of climate change. Help us
to speak out and share with others the need to reduce greenhouse gas emissions in our own country.
May we lead by example, and take steps to reduce our own carbon footprint.
Action
Invite students to choose an action from the Lent Calendar that will help them to reduce their carbon footprint. They
can focus on this action for a week or for the whole of Lent.
Lesson T6 (Y11+)
Learning outcomes:
*Consider the values that drive decisions about the use of natural water supplies
*Apply Catholic social teaching principles to decisions around water allocation
Setting the Scene
The bottled water industry is big business. In New Zealand alone there are at least 17 brands of bottled water.
Bottled water businesses provide jobs and generate profits for business owners.
However, the question is, can New Zealand councils afford to continue to sell rights to natural water supplies to
private companies? Do we have an unlimited supply of fresh water here in New Zealand?
Is bottled water healthier than New Zealand tap water? Or are we wasting our money on buying bottled water?
Brainstorm
What are some advantages of allowing bottled-water companies access to our aquifers and natural springs? What
are some disadvantages?
What are some advantages of drinking bottled water rather than tap water? What are some disadvantages?
Activity
Worksheet T6a: What do we Value? Tensions Over Use of Ashburton Water and Worksheet T6b: The Business of
Drinking Water will help students to consider the values and ethics around allocation of water resources, and invite
them to apply principles of Catholic social teaching to this issue.
Prayer
E te Atua, te Kaihanga o te Ao
The created world is your gift to us. What we choose to do with it is our gift to you.
Help us to consider carefully how our actions can affect our environment, and how our choices now will affect the
quality of life of generations to come.
Amen.
Action
After completing one or both of the worksheets, ask students if they think they will change their current practice
around drinking bottled water. How many students have decided to change their habits after learning more about
bottled water?
Lesson V1 (Y1-2)
Learning outcomes:
* See how Caritas is helping in Vanuatu.
* Practise how to respond to an earthquake through a new nursery rhyme
Brainstorm
What do you know about Caritas? What does Caritas do to help people?
Setting the Scene
The Caritas team is made up of lots of different groups all over the world. They work together (like the Caritas
agencies from Australia and New Zealand). When the large cyclone hit Vanuatu in March 2015, Caritas responded to
help people have the shelter and the food they needed.
View
Look at Poster V: After Cyclone Pam and talk about the questions on the poster. What is Mark from Caritas bringing
to the family? How do you think Mark is feeling? Do you think his gift made a difference? What differences can you
see between the adults and the children in the photo? What has happened to the trees after the cyclone? What else
can you see lying around on the ground?
View
Watch Video A: Nursery Rhymes to see how Caritas is helping children in Vanuatu be prepared for any natural
disasters that might come in the future.
Discussion
What did you think of the nursery rhymes that you saw in the video? Do you think the teachers and the students
were enjoying singing them together? Does it seem strange to see children laughing and having fun when talking
about a disaster and a storm?
Activity
Use Worksheet V1: Earthquake Rhyme to sing some nursery rhymes yourselves. Sing Incy Wincy Spider together and
see if you can recall the actions. Then talk about what the best response is when an earthquake happens. Worksheet
V1 has a few tips from the website www.whatstheplanstan.govt.nz/earthquake. Have a go at singing a re-mixed
nursery rhyme to help you remember what to do if an earthquake occurs at school. Practise with the actions too.
Prayer
As a class decide on three prayer sentences to pray to God for the people of Vanuatu. Keep the image of the children
from either the video or the poster for the class to see as you pray together.
Action
Think of some of your other favourite nursery rhymes and songs and come up with new creative words to pray for
people that have experienced a disaster recently. Share these with each other in the class and perhaps display them
as posters on your class wall.
Lesson V2 (Y3-4):
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
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.
Brainstorm
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?
View
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.
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.
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?
Activity
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.
Discussion
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?
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.
Lesson V3 (Y5-6):
Learning outcomes:
* Identify the impacts of Cyclone Pam on people in Vanuatu.
* Create a nursery rhyme to help encourage reducing our impact on the environment.
Setting the Scene
In Vanuatu, many people rely on growing their own food to provide for their own family and to sell to make money.
When Cyclone Pam hit in March 2015 most of this food was lost and people in Vanuatu had to find other ways to get
food.
Brainstorm
Have you ever felt hungry before? How would you get food if your fridge broke down and supermarkets closed?
View
Look at PowerPoint Story A: Starting Again and find out how families were affected by Cyclone Pam and how Caritas
responded to help them by giving them tarpaulins and the essential supplies they needed.
Activity
Take up the Caritas Challenge and for one day this term, choose to have your classes outside using a tent, tarpaulin
or large sheet to act as shelter for you and your class. You can find out more about the Caritas Challenge and register
at www.caritas.org.nz/register-caritas-challenge. Do you think losing a permanent shelter makes much of a
difference?
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.
Discussion
What did you notice about the way the students responded to the nursery rhymes? Talk together about the ways
that you like to learn (singing, talking, writing, reading, sharing, playing)? How do you remember important
instructions?
Activity
Complete Worksheet V3: Rhyme for a Reason to create your own words to a well-known nursery rhyme to
encourage New Zealanders to reduce their impact on the environment and climate change. This challenge can be
completed individually or in groups.
Take turns to share your nursery rhymes together in the class. See if the nursery rhymes are easy to sing as a group
in unison and have fun making actions to complement the words.
Prayer
Watch Video A: Nursery Rhymes again and pause the action when the students are smiling and singing together with
their teacher. Take time to pray for the children of Vanuatu that they would learn lots from the nursery rhymes they
are being taught. Pray that families in Vanuatu will be safe and that if another disaster happens they will have the
strength and wisdom to be able to weather the storm together.
Action
Think of ways that your creative songs can be used to encourage young New Zealanders to learn about how we can
all have a positive and lasting impact on our world. Perhaps you could share them online or make a book of nursery
rhymes for the environment.
Lesson V4 (Y7-8):
Learning outcomes:
* Identify ways that young people are learning to be good guardians/kaitiaki of their
environment
* Plan how to utilize a school garden effectively
Setting the Scene
In 2015, Cyclone Pam did extensive damage to the buildings and gardens of Montmartre High School, Port Vila.
Students spent weeks picking glass and other debris out of the ground, and re-planting the crops that were
destroyed by the cyclone.
Students and teachers at the high school are well aware of the need to be self-sufficient in terms of their food
supplies. Garden vegetables form a large part of their diet.
Brainstorm
How much of your evening meal comes from food grown in your own garden?
Do you have room at your home or school to build a small vegetable garden? Why is it a good thing to ‘grow your
own’?
View
Watch the PowerPoint, Montmartre High School and/or the video clip, Sustainability at Montmartre.
Discussion
What surprised you about the way the students live at Montmartre High School? How different is their schooling to
your own?
Activity
Use Worksheet V4 and learn more about sustainability, and plan your own school or home garden.
Research
Ask students to research the costs involved in building and planting a vegetable garden. Students need to consider
the cost of planter boxes (or wood to build them), soil, seedlings, etc.
Students need to also research which vegetables will grow the most effectively in the local climate, and what time of
the year different vegetables need to be planted.
Prayer
Go to the Climate Change Prayer Booklet at www.caritas.org.nz and find the Prayer for Stewardship in the Upper
Primary Prayers section.
Action
Grow something you can eat: at home or at school
Lesson V5 (Y9-10):
Learning outcomes:
* Understand the importance of being co-creators of the environment
* Explain how people in Vanuatu demonstrate resilience
Setting the Scene
In 2015, Cyclone Pam did extensive damage to the buildings and gardens of Montmartre High School, Port Vila.
Students spent weeks picking glass and other debris out of the ground, and re-planting the crops that were
destroyed by the cyclone.
Students and teachers at the high school are well aware of the need to be self-sufficient in terms of their food
supplies. It is part of their disaster preparedness plan.
Brainstorm
What does it mean to be co-creators of our natural environment?
What are some things that human beings have done to enhance the natural world in your local area?
What are some ways that the natural creation has been harmed in your local area? Can we put it right?
View
Watch the PowerPoint, Montmartre High School and/or the video clip, Sustainability at Montmartre.
Discussion
In what ways are the students at Montmartre High School co-creators of the natural world?
Is there anything that surprises or impresses you about the way the students care for their environment?
How have the students prepared themselves for future extreme weather events?
Activity
Use Worksheet V5 to explore the concept of resilience.
Prayer
Go to the Climate Change Prayer Booklet at www.caritas.org.nz and find the prayer May It Please You, in the
Secondary Prayers section.
Action
Find out what opportunities exist in your area to be involved in community co-creation projects, such as tree
planting, beach clean-ups, and recycling drives. Also find out if there are any groups in your area that run classes in
how to compost, build a worm farm, or build a water collection tank.
Lesson V6 (Y11+)
Learning outcomes:
* Understand that Caritas work is based on the principle of subsidiarity
* Recognise that investing in education and training contributes to the common good
Setting the Scene
Following Tropical Cyclone Pam in March, 2015, Caritas worked with the Diocese of Port Vila to provide shelter and
food to those in need. This included the distribution of food to hundreds of families, and tarpaulins to thousands of
people whose homes were damaged.
Another project, was a Cash for Work programme delivered in Port Vila (the capital) and on Tanna island. These
schemes involved paying local young people to do the big clean-up after the cyclone, clearing away heavy items such
as fallen trees, as well as sweeping up rubbish and other debris.
In 2016, Caritas worked with the Butterfly Trust and the local diocese to fund a training programme, whereby five
master builders passed on their skills to 20 young people. This enabled young men and women to repair 60 houses in
the Anamburu area, and also greatly enhanced the self-esteem of these young people.
Brainstorm
Ask students to recall the meaning of the Catholic social teaching (CST) principle of Subsidiarity. Basically this
principle means that, wherever possible, local people should make decisions that impact on their own communities.
How do the Cash for Work programme, and the project involving the training of local young people in building skills,
relate to the principle of Subsidiarity? Who is making the decisions here?
The following video clip and PowerPoint will help to provide answers to these questions.
View
Watch Video D: Cash for Work Programme.
Discussion
What are some of the positive outcomes of the Cash for Work programme, according to the speakers on the video
clip? How does such a programme promote a sense of personal responsibility and self-worth in those who are
participating? What would it feel like for the Anamburu community if a team of Oxfam and Caritas staff turned up
and cleaned up their area without enlisting local help?
View
View the PowerPoint entitled, Building Back Better in Anamburu.
Discussion
Elizabeth speaks of her gratitude to Caritas for funding the builders’ training programme. Why is she so grateful to
have had this opportunity? Explain how this project supports the principle of subsidiarity?
Activity
Complete Worksheet V6 which involves completing a table of CST principles and concrete examples from the video
clip and the PowerPoint.
Prayer
Go to the Climate Change Prayer Booklet at www.caritas.org.nz and find the prayer, Help us Lord, in the Secondary
Prayers section.
Action
Ask students to think about what they can personally do to become more involved in ‘giving back’ to their
communities.