SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 1: LESSON 1
Strand: Introduction to Christian Religious Education
Sub Strand: Importance of Studying Christian Religious Education

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Define the term Christian Religious Education (CRE).
2. Explain the meaning of Christian Religious Education to foster understanding of CRE.
3. Discuss the importance of studying CRE in junior school.
4. Appreciate the importance of studying CRE.

Key Inquiry Questions:

- What is CRE?
- What is the importance of studying CRE?
Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Digital literacy  Creative thinking
 Self - awareness
 Imagination and
Creativity

Learning Resources:
- Top Scholar CRE pg 1-3
- Teacher's Guide
- Lesson notes

Organisation of Learning:

Introduction (5 minutes):
- Briefly review the previous lesson to activate prior knowledge (e.g., identifying different
religions and their significance).
- Guide learners to read and discuss content from the learning resources that relate to Christian
Religious Education, emphasizing key concepts (definition and significance).

Lesson Development (30 minutes):

Step 1: Define Christian Religious Education (CRE)

- In pairs, learners brainstorm on what they think CRE means.
- They will put their ideas on the board.
- Teacher facilitates a discussion to clarify and compile the learners' definitions.

Step 2: Explain the Meaning of Christian Religious Education

- Learners will use textbooks and classroom resources to research a formal definition of CRE.
- Afterward, each group presents their findings to the class, emphasizing the components of
CRE.

Step 3: Discuss the Importance of Studying CRE

- In small groups, learners brainstorm reasons why studying CRE is relevant for their lives and
society.
- Each group shares their ideas, and the teacher will compile a list on the board to highlight
common themes like moral guidance, understanding different cultures, etc.
Step 4: Appreciate the Importance of Studying CRE
- Conduct a short reflective writing exercise where students write a few sentences on why they
personally believe studying CRE is important.
- Some may volunteer to share their reflections with the class.

Conclusion (5 minutes):
- Summarize the key points learned in the lesson: the definition of CRE, its significance, and why
it's good to study it.
- Conduct an interactive quiz (e.g., Kahoot! or a quick oral quiz) to reinforce the main topics.
- Preview the next session: Introduce the concept of major Christian beliefs and invite students
to think about what beliefs they already know.

Extended Activities:
1. CRE Reflection Journal: Have students maintain a journal where they write weekly reflections
on what they learned in class and how it relates to their lives.
2. Research Project: Assign each student a particular figure or event in Christian history to
research and present to the class in subsequent weeks.
3. Explore Different Religious Perspectives: Encourage students to interview someone from a
different religion about their beliefs and share the findings with the class.

Teacher Self-Evaluation:
 SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 1: LESSON 2
Strand: Introduction to Christian Religious Education
Sub Strand: Importance of Studying Christian Religious Education

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Analyze the importance of learning Christian Religious Education for holistic growth.
2. Prepare a personal journal on how learning CRE has helped change his or her behavior.
3. Enjoy preparing personal journals.

Key Inquiry Questions:

- What is the relevance of learning CRE at junior secondary school?
- How has CRE helped you change your behavior?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Digital literacy  Creative thinking
 Self - awareness
 Imagination and
Creativity

Learning Resources:
- Learners book
- Teachers guide

Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson by asking learners to share one key point they remember.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
key concepts of CRE.

Lesson Development (30 minutes):

Step 1: Discussion in Pairs

- In pairs, learners discuss why studying Christian Religious Education is important for their lives.
- They should think of examples from their lives or the lives of others.

Step 2: Group Sharing

- Each pair joins another pair to form groups of four.
- Groups share their discussions and compile a list of behaviors that have changed due to
learning CRE.

Step 3: Personal Reflection

- Individually, students think quietly about how CRE has impacted their own behavior. They jot
down key points as notes for their journals.

Step 4: Journal Preparation

- Guide learners to start writing a personal journal entry focused on how learning CRE has
helped them change their behavior. Encourage them to express their thoughts and emotions
clearly.

Conclusion (5 minutes):
- Summarize key points discussed during the lesson, reinforcing the importance of studying CRE
for personal growth and behavior change.
 - Conduct a brief interactive activity: Each student shares one behavior they intend to change or
improve, supported by what they learned in CRE.
- Prepare learners for the next session by briefly discussing future topics in CRE and encouraging
them to reflect on any questions they might have.

Extended Activities:
- Group Project: Create a poster that highlights the positive impacts of CRE on behavior in their
community.
- Class Debate: Organize a friendly debate on the importance of religious education in today’s
society.
- Community Service Reflection: Engage students in a community service project and have them
write a follow-up journal entry reflecting on how their understanding of CRE influenced their
actions during the project.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 7 CRE

WEEK 1: LESSON 3
Strand: Introduction to Christian Religious Education
Sub Strand: Importance of Studying Christian Religious Education

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify values acquired through learning CRE.
2. Explain the values acquired through learning CRE.
3. Prepare flashcards and write messages that promote sound moral and religious values.
4. Appreciate Christian Religious Education for sound moral and religious values.

Key Inquiry Questions:

- What are the religious values learned through studying CRE?
- Which values are needed to live harmoniously with others?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Digital literacy  Creative thinking
 Self - awareness
 Imagination and
Creativity

Learning Resources:
- Learners' books
- Teacher guide
- Digital devices
- Flashcards
- Top Scholar CRE, pages 4-5
Organisation of Learning:

Introduction (5 minutes):
- Briefly review the previous lesson by asking students to recall main topics or values discussed.
- Guide learners to read and discuss relevant content from Top Scholar CRE (pages 4-5), focusing
on identifying key concepts related to values in CRE.

Lesson Development (30 minutes):

Step 1: Identify Values

- In small groups, learners will discuss and identify at least three religious values they have
learned through their CRE studies. Encourage them to refer to their learners' books for
examples.

Step 2: Design Flashcards

- Each group will prepare flashcards that illustrate one of the identified values. They should
include a drawing or symbol, the name of the value, and a brief explanation of its importance.

Step 3: Class Discussion

- Groups will present their flashcards to the class. As they share, other students can take notes
and ask questions about how these values are acquired through learning CRE.

Step 4: Write Messages

- Individually, learners will write a short message (1-2 sentences) that promotes one of the
values identified in their group work. They will finish by reflecting on how this value helps them
live harmoniously with others. These messages can be shared in pairs for discussion.

Conclusion (5 minutes):
 - Summarize the key points discussed today, emphasizing the importance of values learned in
CRE for personal and social harmony.
- Conduct a brief interactive activity, such as a "Values Bingo" where learners share different
values encountered during the lesson.
- Preview the next session by introducing upcoming topics, such as real-life applications of the
identified values in their communities.

Extended Activities:
- Community Values Project: Ask students to observe and report on a community event,
identifying the religious values that are emphasized. They can present their findings in the next
class.
- Values Reflection Journal: Encourage students to keep a weekly journal reflecting on how they
apply the values learned in CRE at home, in school, or during community interactions.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 1: LESSON 4
 Strand: Creation
Sub Strand: Accounts of creation

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Identify features that make up God's creation in their surroundings.
2. Draw, color, and name at least one feature of God's creation in the school compound.
3. Enjoy drawing the features of God’s creation in the school compound.

Key Inquiry Questions:

- What is creation?
- What is a nature walk?
- Why did God create human beings?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Gender

 Learning to learn  Respect mainstreaming
 Social justice  Environmental
 Digital literacy  Patriotism
Issues
 Imagination and  Unity
 Assertiveness
Creativity
 Animal rights and
 Communication and
Welfare Issues in
Collaboration
Education
 Critical thinking and  Learners Support
problem solving Programmes
 Financial literacy

Learning Resources:
- Learners book
- Pictures
- Drawings
- Surrounding Environment
- Top Scholar CRE, pg 8

Organisation of Learning:

Introduction (5 minutes):
- Begin with a quick review of the previous lesson, asking students to share what they
remember about God's creation.
- Guide learners to read and discuss relevant content from their learning resources, highlighting
key concepts related to creation and nature.

Lesson Development (30 minutes):

Step 1: Brainstorming
- Divide students into small groups.
- Ask each group to brainstorm and list down features of God's creation that they see in the
school compound (e.g., trees, flowers, animals, etc.).
- Have a spokesperson from each group share their lists with the class.

Step 2: Nature Walk

- Take students on a guided nature walk around the school compound.
- Encourage students to observe the details of God's creation (shapes of leaves, colors of
flowers, types of animals).
- Remind them to take mental notes for their drawings later.

Step 3: Drawing and Coloring

- Back in the classroom, provide learners with drawing materials.
- Instruct each student to choose one feature they observed during the nature walk to draw,
color, and label.
- Circulate the room to offer help and encouragement as they work on their drawings.
 Step 4: Display Artworks
- Have students display their drawings on the classroom wall or board.
- Allow each student a moment to explain their drawing and share why they chose that feature
of God's creation.

Conclusion (5 minutes):
- Summarize the key points discussed during the lesson, focusing on the features of God's
creation observed.
- Conduct an interactive activity—perhaps a quick quiz or a group discussion—reinforcing the
main topics covered.
- Prepare learners for the next session by previewing upcoming topics or posing reflective
questions such as, “What other features of creation can we explore next time?”

Extended Activities:
- Nature Journal: Encourage students to keep a nature journal where they can document their
observations of God's creation on different days. They can include drawings and descriptions of
what they observe.
- Creative Writing: Invite students to write a short story or poem inspired by their favorite
feature of creation they observed in the school compound, integrating elements of God’s
creation and their personal feelings about nature.
- Art Project: Organize a class mural that represents different features of creation as a
collaborative art project, fostering teamwork and creativity.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 2: LESSON 1
Strand: Creation
Sub Strand: Accounts of creation
 Specific Learning Outcomes:
- By the end of the lesson, the learner should be able to:
1. Read Genesis chapter 1.
2. Describe the first account of creation.
3. Compose a song on the first account of creation.
4. Appreciate the first account of creation.

Key Inquiry Questions:

1. How was the universe before creation?
2. How many days did God take to create the universe?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Gender

 Learning to learn  Respect mainstreaming
 Social justice  Environmental
 Digital literacy  Patriotism
Issues
 Imagination and  Unity
 Assertiveness
Creativity
 Animal rights and
 Communication and
Welfare Issues in
Collaboration
Education
 Critical thinking and  Learners Support
problem solving Programmes
 Financial literacy

Learning Resources:
- Bible
- Learners’ book
- Charts
- Songs
- Digital devices
- Top Scholar CRE, page 9

Organisation of Learning:

Introduction (5 minutes):
- Review Previous Lesson: Start by recapping what was learned in the last lesson about creation
and its importance in the context of faith and belief.
- Guided Reading: Introduce Genesis chapter 1. Discuss its importance and allow learners to
read it aloud together, ensuring they understand the key concepts as they go along.

Lesson Development (30 minutes):

Step 1: Reading and Retelling
- Activity: In small groups, learners will take turns reading Genesis chapter 1. Encourage them to
highlight the key events in creation.
- Outcome: Each group will summarize the account by retelling the story in their own words to
reinforce comprehension.

Step 2: Group Discussion

- Activity: Each group will discuss key aspects of the first account of creation:
- How God created the universe in six days.
- The significance of each day’s creation.
- Outcome: Groups will identify the main teachings and themes present in the chapter.

Step 3: Summarizing on Charts

- Activity: Learners use chart paper to write down the sequence of events from Genesis 1 and
illustrate the day-by-day creation.
- Outcome: Create visual presentations which can be displayed around the classroom.
 Step 4: Compose a Song
- Activity: In their groups, learners will compose a short song or chant that reflects the creation
teachings from Genesis chapter 1. Encourage creativity and rhythm.
- Outcome: Groups will perform their songs to the class, fostering a lively and appreciative
environment.

Conclusion (5 minutes):
- Summarize: Highlight the key points learned in the lesson, including the process of creation
and its significance.
- Interactive Activity: Engage the class in a quick quiz or a few questions to reiterate the days of
creation and their meanings.
- Preview: Briefly introduce what they will learn in the next lesson, igniting curiosity about
further accounts of creation.

Extended Activities:
1. Art Project: Create a visual representation of each day of creation using different art
materials.
2. Creative Writing: Write a narrative from the perspective of an observer witnessing the
creation process.
3. Group Performance: Prepare a skit illustrating the creation story, emphasizing important
moments from Genesis chapter 1.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 2: LESSON 2
Strand: Creation
Sub Strand: Accounts of creation

Specific Learning Outcomes:

 - By the end of the lesson, learners should be able to:
[Link] Genesis chapter 2.
2. Describe the second account of creation in Genesis 2.
[Link] the second account of creation on charts.
4. Appreciate the second account of creation.

Key Inquiry Question:

- How did creation take place in the second account of creation?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Gender

 Learning to learn  Respect mainstreaming
 Social justice  Environmental
 Digital literacy  Patriotism
Issues
 Imagination and  Unity
 Assertiveness
Creativity
 Animal rights and
 Communication and
Welfare Issues in
Collaboration
Education
 Critical thinking and  Learners Support
problem solving Programmes
 Financial literacy

Learning Resources:
- Bible, specifically Genesis chapter 2
- Learner's book
- Songs
- Digital devices (for research or app references)
- Charts for summarization
- Top Scholar CRE pg 10
- Video clips related to the second account of creation
Organisation of Learning:

Introduction (5 minutes):
- Begin with a quick review of the previous lesson, including important concepts about creation.
- Guide learners to open their learning resources and discuss the importance of understanding
the second account of creation, emphasizing the relevance of this narrative in the broader
context of creation.

Lesson Development (30 minutes):

Step 1: Reading and Discussion

- Divide the class into small groups and assign each group a few verses from Genesis chapter 2.
- Allow each group time to read their assigned verses and discuss the key elements of the
second account of creation. Encourage them to note any important details or themes.

Step 2: Describing the Creation Account

- After the reading, facilitate a class discussion where each group shares their findings and
insights about the second account of creation.
- As students share, compile a list on the board that highlights key features such as the creation
of man, the Garden of Eden, and the creation of woman.

Step 3: Chart Summarization

- Provide each group with materials to create a chart summarizing the second account of
creation. They should include visuals and key points discussed earlier.
- Guide them to think creatively about their presentation format, whether through diagrams,
timelines, or infographics.

Step 4: Composition of Appreciation Song

 - In their groups, learners will create a short song or rhyme that expresses their appreciation for
the second account of creation.
- Encourage them to think about the themes of beauty, life, and purpose as inspiration for their
lyrics.

Conclusion (5 minutes):
- Summarize the key points learned about the second account of creation, reinforcing the
learning outcomes.
- Conduct a brief interactive activity, such as asking students to share one thing they appreciate
about creation and linking it to their exploration of Genesis 2.
- Briefly preview upcoming topics, encouraging students to think about how creation connects
to their own lives and the world around them as they prepare for the next lesson.

Extended Activities:
1. Art Project: Create a visual collage that represents their favorite part of the second account of
creation, using magazine cut-outs or drawings.
2. Research Assignment: Investigate how different cultures interpret creation stories and
present their findings to the class.
3. Nature Walk: Organize a nature walk where students can observe different elements of
creation and reflect on their significance in relation to Genesis 2.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 2: LESSON 3
Strand: Creation
Sub Strand: Accounts of Creation

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
 1. Use the Bible to identify the similarities between the two accounts of creation.
2. Discuss the similarities between the two accounts of creation.
3. Prepare a PowerPoint presentation on the similarities between the two accounts of creation.
4. Acknowledge the similarities between the two accounts of creation.

Key Inquiry Question:

- What are the similarities between the two accounts of creation?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Gender

 Learning to learn  Respect mainstreaming
 Social justice  Environmental
 Digital literacy  Patriotism
Issues
 Imagination and  Unity
 Assertiveness
Creativity
 Animal rights and
 Communication and
Welfare Issues in
Collaboration
Education
 Critical thinking and  Learners Support
problem solving Programmes
 Financial literacy

Learning Resources:
- Digital devices
- Bible
- Lesson notes
- Top Scholar CRE pg 11

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson briefly, focusing on the concept of creation and its significance in
CRE.
- Ask the learners what they remember about the last lesson to gauge their understanding.
- Introduce the day’s focus: understanding the similarities between the two accounts of creation
in the Bible.

Lesson Development (30 minutes):

Step 1: Reading and Identification
- In pairs, have learners read the creation accounts in the Book of Genesis (Genesis 1 and
Genesis 2).
- As they read, they should underline or highlight key phrases and ideas that appear in both
accounts.

Step 2: Group Discussion

- Form small groups (4-5 learners) and have them discuss the similarities they found in their
readings.
- Each group should list at least three similarities on a shared document or whiteboard for
further discussion.

Step 3: Digital Research

- Using digital devices, learners will search for online articles or resources that outline
similarities between the creation accounts.
- Each group will summarize their findings and prepare to present them to the class.

Step 4: Preparation for Presentation

- Groups will begin creating a PowerPoint presentation that outlines the similarities they’ve
identified and any additional insights gained from their research.
- Encourage the use of visuals and bullet points for clarity.

Conclusion (5 minutes):
 - Summarize the key points discussed during the lesson, reinforcing the learning objectives
achieved.
- Conduct a quick interactive quiz or “think-pair-share” to review the similarities discussed.
- Announce that in the next session, they will be presenting their findings and exploring any
differing interpretations of the accounts.

Extended Activities:
1. Creative Reflection: Ask students to write a short essay or create a cartoon that depicts their
understanding of the creation accounts.
2. Debate Preparation: In upcoming classes, students could prepare for a debate on differing
interpretations of the creation accounts in various cultures or religions.
3. Art Integration: Encourage students to create an artistic representation (drawing, painting, or
collage) that illustrates themes found in the creation stories.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 2: LESSON 4
Strand: Creation
Sub Strand: Accounts of Creation

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Use the Bible to identify the differences between the accounts of creation.
2. Discuss the differences between the two accounts of creation.
3. Prepare a PowerPoint presentation on the differences between the two accounts of creation.
 4. Acknowledge the differences between the two accounts of creation.

Key Inquiry Question:

- What are the differences between the two accounts of creation?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Gender

 Learning to learn  Respect mainstreaming
 Social justice  Environmental
 Digital literacy  Patriotism
Issues
 Imagination and  Unity
 Assertiveness
Creativity
 Animal rights and
 Communication and
Welfare Issues in
Collaboration
Education
 Critical thinking and  Learners Support
problem solving Programmes
 Financial literacy

Learning Resources:
- Digital devices (tablets, computers).
- Bible (physical or digital).
- Top Scholar CRE pg 12.

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on the significance of creation in Christianity.
- Guide learners through relevant excerpts from the Bible (Genesis 1 and Genesis 2), ensuring
they understand the context of the creation stories.
Lesson Development (30 minutes):

Step 1: Identification
- In pairs, students will read Genesis 1:1-2:3 and Genesis 2:4-25.
- Encourage them to underline or highlight key phrases that illustrate how each account
describes creation.

Step 2: Group Discussion

- Form small groups of four to discuss the highlighted differences.
- Prompt them with guiding questions, such as:
- How is the order of creation different in the two accounts?
- What does each account tell us about human creation?
- How do the perspectives on God differ in each narrative?

Step 3: Research and Comparative Analysis

- Using digital devices, students will search for scholarly articles or resources that elaborate on
the theological interpretations of the accounts of creation.
- They should take notes on insights that highlight the different representations of creation.

Step 4: PowerPoint Preparation

- In their groups, students will draft a basic outline for a PowerPoint presentation that
summarizes their findings on the differences between the two accounts of creation.
- Instructors can provide a template to help guide them.

Conclusion (5 minutes):
- Summarize key points discussed in class, referencing the major differences in both accounts.
- Conduct a brief interactive quiz (using a tool like Kahoot) to reinforce the main topics dealt
with in the lesson.
 - Provide a preview of the next session, where they will explore the implications of creation
beliefs on Christian ethics.

Extended Activities:
- Assign students to create a visual poster comparing the two accounts of creation, which they
can display in the classroom.
- Encourage students to write a reflection piece on how understanding these accounts shapes
their views on the environment and stewardship.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 3: LESSON 1
Strand: Creation
Sub Strand: Accounts of Creation

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
[Link] digital devices to search for clips on the two accounts of creation.
2. Enjoy watching the videos of the two accounts of creation on digital devices.

Key Inquiry Question(s):

 - Why is it important to know the accounts of creation?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Gender

 Learning to learn  Respect mainstreaming
 Social justice  Environmental
 Digital literacy  Patriotism
Issues
 Imagination and  Unity
 Assertiveness
Creativity
 Animal rights and
 Communication and
Welfare Issues in
Collaboration
Education
 Critical thinking and  Learners Support
problem solving Programmes
 Financial literacy

Learning Resources:
- Bible
- Digital devices (tablets, smartphones, or computers)
- Video clips on accounts of creation

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson. Ask students what they remember about the accounts
of creation discussed.
- Guide learners to read key passages from Genesis in the Bible that outline the accounts of
creation, emphasizing understanding of the main ideas.

Lesson Development (30 minutes):

Step 1: Group Formation and Topic Assignment

- Divide the class into small groups of 4-5 students. Assign each group one account of creation
(for example, Genesis 1 and Genesis 2).

Step 2: Research and Clip Watching

- In their groups, learners will use digital devices to search for video clips that explain their
assigned account of creation. Encourage students to search for reputable sources, such as
educational channels or documentaries.
- Allow time for each group to watch the selected clips.

Step 3: Discussion and Preparation

- After watching the clips, groups discuss the key differences and similarities between the two
accounts of creation. Each group prepares a short (3-5 minute) PowerPoint presentation
summarizing their findings.

Step 4: Presentations
- Each group presents their findings to the class, highlighting the main points and differences in
the two accounts of creation. Encourage classmates to ask questions after each presentation.

Conclusion (5 minutes):
- Summarize key points discussed during the lesson. Reinforce the importance of understanding
the accounts of creation and their relevance to believers and culture.
- Conduct a short interactive activity, such as a quick Kahoot quiz or a thumbs-up/thumbs-down
poll on key concepts from the lesson.
- Provide a preview of the next session, encouraging students to think about how the accounts
of creation influence their lives.

Extended Activities:
- Creative Presentation: Encourage students to create a visual representation (like a drawing,
poster, or infographic) of their assigned account of creation.
- Reflective Writing: Ask students to write a short paragraph about how knowing the accounts of
creation impacts their understanding of themselves and the world.
 - Comparison Chart: Have learners create a chart comparing the two accounts of creation,
noting differences, similarities, and the implications of each account.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 3: LESSON 2
Strand: Creation
Sub Strand: Accounts of Creation

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Define the term "attribute."
2. Identify the attributes of God from the biblical accounts of creation.
3. Create flashcards showing these attributes.
4. Appreciate the attributes of God from the biblical accounts of creation.

Key Inquiry Questions:

1. What is an attribute?
 2. What are the attributes of God from the biblical accounts of creation?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Gender

 Learning to learn  Respect mainstreaming
 Social justice  Environmental
 Digital literacy  Patriotism
Issues
 Imagination and  Unity
 Assertiveness
Creativity
 Animal rights and
 Communication and
Welfare Issues in
Collaboration
Education
 Critical thinking and  Learners Support
problem solving Programmes
 Financial literacy

Learning Resources:
- Digital devices
- Bible
- Top Scholar CRE pg 12-13
- Charts
- Flashcards

Organisation of Learning:

Introduction (5 minutes):
1. Review Previous Lesson: Begin with a brief recap of the last lesson’s key points, focusing on
creation narratives.
2. Reading & Discussion: Guide learners through relevant content on pages 12-13 of the Top
Scholar CRE resource. Encourage discussion to unpack the meanings behind the terms and
concepts introduced.
Lesson Development (30 minutes):

Step 1: Define "Attribute"

- Activity: Ask students to work in pairs to define "attribute." Encourage them to think of
examples from their own experiences that illustrate this concept.
- Prompt: What qualities or characteristics do we assign to people or things?

Step 2: Identify Attributes of God

- Group Work: In small groups, learners will read the biblical accounts of creation (Genesis
chapters 1-2) and list the attributes of God found in these passages. Each group should focus on
a different aspect of creation (e.g., light, water, land, animals).
- Discussion Prompts: What does God’s creation tell us about His nature?
Step 3: Create Flashcards
- Activity: Each group will select 3-5 attributes they identified and create flashcards. Each
flashcard should display one attribute on one side and a supporting scripture or example from
the creation narrative on the other.

Step 4: Digital Research

- Research Activity: Using digital devices, groups will search for additional attributes of God,
noting if they appear in other biblical texts. They will compile their findings on a shared chart.

Conclusion (5 minutes):
1. Summarize Key Points: Recap the definition of attributes and list the identified attributes of
God.
2. Interactive Activity: To reinforce learning, conduct a quick “Attribute Match-up” game where
learners pair attributes with their definitions or scriptural references.
3. Prepare for Next Session: Inform learners about the next topics, such as the significance of
God’s attributes in daily life, and encourage them to think of ways these attributes can be
reflected in their behaviors and choices.
 Extended Activities:
- Creative Project: Ask students to create a poster or digital presentation on one attribute of
God. They should include biblical references, illustrations, and a personal reflection on how that
attribute influences their life.
- Attribute Journal: Encourage learners to keep a journal where they reflect on and document
instances from their daily lives where they observe these divine attributes in action, either in
nature, in people, or in stories they encounter.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 3: LESSON 3
Strand: Creation
Sub Strand: Responsibility over animals, fish, and birds

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Name various animals, fish, and birds they know.
[Link] where these creatures are typically found.
3. Draw and label an example of an animal, fish, and bird on charts.
4. Enjoy drawing examples of fish, birds, or animals.

Key Inquiry Question:

- Which animals, fish, and birds do you know?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Gender
 Learning to learn  Respect mainstreaming
 Social justice  Environmental
 Digital literacy  Patriotism
Issues
 Imagination and  Unity
 Assertiveness
Creativity
 Animal rights and
 Communication and
Welfare Issues in
Collaboration
Education
 Critical thinking and  Learners Support
problem solving Programmes
 Financial literacy

Learning Resources:
- Digital devices
- Charts
- Flashcards
- Top Scholar CRE (pg 15)
- Pictures of various animals, fish, and birds

Organisation of Learning:

Introduction (5 minutes):
1. Review the Previous Lesson:
- Engage students with questions about what they learned in the last class concerning creation
and responsibility.
- Briefly recap the roles humans play in caring for animals and their habitats.

Lesson Development (30 minutes):

Step 1: Brainstorming Session

- Activity:
- Individually, have learners write down as many animals, fish, and birds as they can think of.
- In pairs, let them share their lists and compare their findings.
- As pairs share, write down the responses on the board, creating a comprehensive list.

Step 2: Discussion of Habitats

- Activity:
- Guide a discussion on where different animals, fish, and birds are found.
- Use flashcards and pictures to prompt discussion about various habitats such as forests,
oceans, rivers, and urban areas.
- Encourage students to discuss the significance of these habitats for the creatures living there.

Step 3: Research with Digital Devices

- Activity:
- In pairs or small groups, students will use digital devices to search the internet for different
types of animals, fish, and birds.
- They should note down at least three unique species they find, along with their habitats.

Step 4: Artistic Representation

- Activity:
- Each learner will choose one animal, fish, or bird from their research or brainstorming efforts.
- Using drawing materials, learners will draw and label their chosen creature and prepare to
display their work in class.

Conclusion (5 minutes):
1. Summarize Key Points:
- Review what students learned about various animals, fish, and birds, including their names
and habitats.
2. Interactive Activity:
- Conduct a quick “name that creature” game where pictures of animals, fish, and birds are
shown, and students shout out the name and habitat.

3. Prep for Next Session:

- Introduce the next topic related to conservation efforts for these creatures and ask students to
think about how they can help protect their habitats.

Extended Activities:
- Create a Poster:
- Ask students to create a poster focusing on a specific animal, fish, or bird that highlights its
habitat, diet, and any conservation status.

- Nature Walk:
- Organize a nature walk where students can observe local wildlife and note what creatures they
see, encouraging them to connect real-life observations to the lesson.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 3: LESSON 4
Strand: Creation
Sub Strand: Responsibility over animals, fish, and birds.

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Read the Bible passages Genesis 2:15-20 and James 3:7.
2. Identify the biblical teachings on human responsibilities over animals, birds, and fish from the
two verses.
3. Explain the biblical teaching on responsibilities given to humans to promote responsible
living.
4. Appreciate the biblical teachings on responsibilities given to humans over animals, birds, and
fish.

Key Inquiry Question:

- What are the biblical teachings on human responsibility over animals, birds, and fish?
 Core competencies Values PCIs

 Self- efficacy  Responsibility  Gender

 Learning to learn  Respect mainstreaming
 Social justice  Environmental
 Digital literacy  Patriotism
Issues
 Imagination and  Unity
 Assertiveness
Creativity
 Animal rights and
 Communication and
Welfare Issues in
Collaboration
Education
 Critical thinking and  Learners Support
problem solving Programmes
 Financial literacy

Learning Resources:
- Bible
- Charts
- Top Scholar CRE pg 16

Organisation of Learning:

Introduction (5 minutes):
1. Briefly review the previous lesson on creation and God's design for animals, birds, and fish.
2. Introduce today’s lesson by pointing out the importance of understanding our responsibilities
towards God's creation.
3. Engage the class in a brief discussion about what responsibilities they think humans have
toward animals.

Lesson Development (30 minutes):

Step 1: Reading the Bible Verses

- In pairs, learners will read Genesis 2:15-20 and James 3:7 aloud.
- Provide assistance to students who may struggle with reading.

Step 2: Group Discussion

- In small groups, learners will discuss what they find in the verses regarding human
responsibilities towards animals, birds, and fish.
- Encourage them to think about the significance of these responsibilities in today's context.

Step 3: Summarizing Main Points

- Each group will summarize their discussions on chart paper, focusing on the major
responsibilities outlined in the verses.
- They can create a mind map or bullet points to represent their findings.

Step 4: Class Share-Out

- Groups will share their charts with the class, providing an overview of the key teachings they
discovered.
- Encourage questions and reflections from the rest of the class after each group presents.

Conclusion (5 minutes):
- Summarize the key points discussed during the lesson, emphasizing the importance of being
responsible stewards of God’s creation.
- Conduct a brief interactive activity, such as a "Think-Pair-Share," where learners share one new
thing they learned about responsibility towards animals.
- Prepare learners for the next session by previewing that they will explore practical ways to
exhibit responsibility towards animals in their own lives.

Extended Activities:
1. Creative Project: Ask students to create a poster or a digital presentation showcasing how
they can demonstrate responsibility towards animals, birds, and fish in their community.
2. Research Assignment: Encourage learners to research a specific animal species and write a
short report about its role in the ecosystem and how humans can help protect it.
 3. Debate: Organize a class debate on the topic: "Do humans have more responsibility towards
domestic animals than wild animals?" Allow students to use the biblical teachings as a
foundation for their arguments.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 4: LESSON 1
Strand: Creation
Sub Strand: Responsibility over animals, fish, and birds.

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Identify ways in which human beings can protect animals, birds, and fish.
2. Discuss ways through which Christians apply biblical teachings to protect animals, birds, and
fish.
3. Explain why Christians should take care of animals, birds, and fish.
4. Compose a poem on "How you take care of animals, fish, and birds."
5. Have a desire to take care of living creatures.

Key Inquiry Question(s):

1. How do you take care of animals, fish, and birds?
2. Why should we take care of animals, birds, and fish?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Gender

 Learning to learn  Respect mainstreaming
 Digital literacy  Social justice  Environmental
 Patriotism Issues
 Imagination and  Unity
Creativity  Assertiveness
 Animal rights and
 Communication and
Welfare Issues in
Collaboration
Education
 Critical thinking and
 Learners Support
problem solving
Programmes
 Financial literacy

Learning Resources:
- Songs
- Digital devices
- Top Scholar CRE pg 16-18

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking learners to share what they remember about caring for
creation.
- Guide learners to read and discuss relevant content from the learning resources on pages 16-
18, emphasizing the responsibilities humans have towards animals, fish, and birds.

Lesson Development (30 minutes):

Step 1: Group Discussion

- Organize the class into small groups.
- Each group brainstorms a list of ways humans can protect and care for animals, birds, and fish.
- Share ideas with the class.
Step 2: Biblical Teachings Discussion
- In pairs, discuss how specific biblical teachings guide Christians in taking care of living
creatures.
- For example, reference Genesis 1:28 and the idea of stewardship.
- Pairs will then present their findings to the class.

Step 3: Create a Poem/Song

- Still in pairs, learners will compose a short poem or song about how they take care of animals,
birds, and fish.
- Encourage creativity and use of rhythm.
- Optional: Allow pairs to perform their poem/song for the class.

Step 4 (Optional Extension): Reflection (if time permits)

- Ask students to reflect on their own experiences with animals, birds, or fish.
- What have they done to take care of them? Share briefly with a partner. This can be a writing
task if time is short.

Conclusion (5 minutes):
- Summarize the key points discussed in class, emphasizing the importance of care for creation
from both a humanitarian and a biblical perspective.
- Conduct a brief interactive activity, such as a quick quiz or a "thumbs up/thumbs down" game
on what they’ve learned about taking care of animals, birds, and fish.
- Preview the next session by introducing the topics or questions that will be explored in
upcoming lessons.

Extended Activities:
1. Field Trip: Organize a visit to a local animal shelter, nature reserve, or aquarium to observe
how caring for animals and their habitats is practiced.
2. Creative Writing Assignment: Extend the poem assignment into a more detailed essay on the
relationship between humans and animals from a Christian perspective.
 3. Community Project: Plan a community service project focused on cleaning up a local park or
habitat to promote environmental stewardship.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 4: LESSON 2
Strand: Creation
Sub Strand: Responsibility over animals, fish, and birds

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Define the term stewardship.
2. State the importance of good stewardship over animals, birds, and fish.
3. Identify factors that cause conflicts between human beings and wild animals.
4. Prepare a talk on why Christians should take care of animals, fish, and birds.
5. Appreciate the importance of good stewardship.

Key Inquiry Questions:

- What is stewardship?
- What is the importance of good stewardship over birds, fish, and animals?
- How can we reduce conflicts between human beings and wild animals?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Gender

 Learning to learn  Respect mainstreaming
 Social justice  Environmental
 Digital literacy  Patriotism
Issues
 Imagination and  Unity
 Assertiveness
 Creativity  Animal rights and
 Communication and Welfare Issues in
Collaboration Education
 Critical thinking and  Learners Support
problem solving Programmes
 Financial literacy
Learning Resources:
- Digital devices
- Dictionary
- Top Scholar CRE pg 19-20
- Teacher guide
- Charts

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking learners to recall key points.
- Guide learners to read and discuss relevant content from the learning resources, focusing on
understanding key concepts related to stewardship.

Lesson Development (30 minutes):

Step 1: Define Stewardship

- In pairs, learners will use a dictionary to look up the meaning of stewardship and write it
down.
- They will then share their definitions with the class, discussing any variations they may have
found.

Step 2: Discuss the Importance of Good Stewardship

- In small groups, learners will brainstorm and discuss why taking care of animals, birds, and fish
is important to both their well-being and the environment.
- Each group will select a spokesperson to share their ideas with the class, fostering a discussion
that emphasizes these key points.

Step 3: Identify Conflict Factors

- Using digital devices, learners will research factors that lead to conflicts between humans and
wild animals, such as habitat loss, pollution, and poaching.
- They will make a list of these factors and be prepared to discuss their findings.

Step 4: Create Sensitization Messages

- Learners will translate their discussions into sensitization messages that promote good
stewardship, writing these messages on charts.
- Each group will present their chart to the class, promoting awareness and encouraging
responsibility.

Conclusion (5 minutes):
- Summarize key points discussed throughout the lesson, reiterating definitions, importance,
and conflict factors.
- Conduct a brief interactive activity where learners verbally share one message they created on
the charts, reinforcing the core principles learned.
- Prepare learners for the next session by previewing upcoming topics related to conservation
and community involvement.

Extended Activities:
1. Nature Walk: Plan a field trip or nature walk where students can observe local wildlife and
discuss the importance of conservation in real-life contexts.
2. Creative Project: Have students create a poster or digital presentation on a specific animal,
bird, or fish, detailing its habitat, role in the ecosystem, and ways to protect it.
3. Debate: Organize a classroom debate on the ethical responsibilities of humans towards
animals, birds, and fish, allowing students to voice differing perspectives on stewardship.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 4: LESSON 3
Strand: Creation
Sub Strand: Responsibility Over Plants

Specific Learning Outcomes:

- By the end of the lesson, learners will be able to:
1. Give examples of different plants that they know.
2. Describe the responsibilities given to human beings over plants by God to promote self-
efficacy.
3. Draw some of the plants that they know.
4. Appreciate the responsibilities given to human beings over plants.

Key Inquiry Question:

- What plants in your locality are important to your family?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Gender

 Learning to learn  Respect mainstreaming
 Social justice  Environmental
 Digital literacy  Patriotism
Issues
 Imagination and  Unity
 Assertiveness
Creativity
 Animal rights and
 Communication and
Welfare Issues in
Collaboration
Education
 Critical thinking and  Learners Support
problem solving Programmes
 Financial literacy

Learning Resources:
- Charts
- Top Scholar CRE, pages 23-24
- The Bible

Organisation of Learning:

Introduction (5 minutes):
- Begin by briefly reviewing the previous lesson's content on creation and the environment.
- Introduce the topic of the day by explaining the significance of plants in our lives and their
connection to our responsibilities.

Lesson Development (30 minutes):

Step 1: Identifying Local Plants

- In pairs, learners brainstorm and list down various plants they can recognize in their locality.
- Discuss insights on which of these plants are important to their families and why.

Step 2: Drawing Plants

- Learners draw one or two plants from their lists.
- Encourage creativity and detail in their drawings.

Step 3: Biblical Teachings

- In small groups, learners read Genesis 1:29, Genesis 2:15, and Psalms 104:14 aloud in turns.
- After reading, they summarize the teachings related to plants in their own words and record
them on a chart.

Step 4: Responsibilities Over Plants

- As a class, discuss the responsibilities humans have over plants as illustrated in the Bible and
their own lives.
- Promote the idea of stewardship and appreciation of plants and their role in the ecosystem.

Conclusion (5 minutes):
- Summarize the key points discussed during the lesson.
- Ask students to share one new thing they learned about plants and their responsibilities.
- Prepare learners for the next session by posing a question for them to think about: "How can
we take better care of the plants around us?"

Extended Activities:
1. Plant Diary: Encourage learners to keep a diary of plants they see in their environment for
one week, noting their importance and any care they require.
2. Community Service Project: Propose a local cleanup or planting day where students can
volunteer to help care for plants in their community, emphasizing stewardship.
3. Research Project: Assign learners to research a specific plant species, focusing on its uses,
care requirements, and importance to the community, and present their findings in class.

Teacher Self-Evaluation:
 SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 4: LESSON 4
Strand: Creation
Sub Strand: Responsibility over Plants

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify ways in which we conserve the environment.
2. List activities they can do to take care of plants and conserve the environment.
3. Discuss how they can apply biblical teachings about caring for plants to conserve the
environment.
4. Apply biblical teachings on the care for plants to conserve the environment.

Key Inquiry Question:

- Why do you take care of plants?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Gender

 Learning to learn  Respect mainstreaming
 Social justice  Environmental
 Digital literacy  Patriotism
Issues
 Imagination and  Unity
 Assertiveness
Creativity
 Animal rights and
 Communication and
Welfare Issues in
Collaboration
Education
 Critical thinking and  Learners Support
problem solving Programmes
 Financial literacy

Learning Resources:
- Top Scholar CRE pg 26
- Bible
- Various articles or videos on environmental conservation

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing key concepts from the previous lesson.
- Engage learners by asking what they remember about the importance of plants and the
environment.
- Guide learners to read and discuss relevant content from the learning resources, highlighting
the importance of conserving the environment.

Lesson Development (30 minutes):

Step 1: Identifying Environmental Conservation Methods

- In pairs, students brainstorm and list ways to conserve the environment.
- Examples may include recycling, reducing waste, and conserving water.
- Groups will share their ideas with the class for a brief discussion.

Step 2: Activities to Care for Plants

- Groups create a list of activities they can do to take care of plants.
- Examples include watering plants, planting trees, and creating home gardens.
- Discuss these activities and their importance in small groups, then share with the class.
Step 3: Biblical Teachings on Caring for Plants
- Read relevant biblical passages that emphasize the importance of caring for plants (e.g.,
Genesis 1:28).
- Discuss how these teachings relate to environmental conservation in groups.

Step 4: Applying Biblical Teachings

- Each group chooses one biblical teaching and presents it.
- They explain how they can apply it in their daily lives to help conserve plants and the
environment.

Conclusion (5 minutes):
- Summarize the key points discussed: environmental conservation methods, caring for plants,
and biblical teachings.
- Conduct a brief interactive activity, such as a "think-pair-share", where learners share one
thing they will do this week to care for plants.
- Provide a preview of what will be covered in the next session, encouraging learners to think
about other ways to apply biblical teachings in their lives.

Extended Activities:
- Plant Care Project: Learners create and maintain a small garden at school or at home to
practice what they've learned about plant care and environmental responsibility.
- Research Assignment: Students research a biblical passage related to nature and create a
presentation on its meaning and application to modern environmental issues.
- Field Trip: Organize a visit to a local botanical garden or conservation site where students can
learn about local flora and conservation efforts.

Teacher Self-Evaluation:
 SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 5: LESSON 1
Strand: Creation
Sub Strand: Responsibility over plants

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
[Link] how responsible use of plants contributes to economic growth.
[Link] how prudent use of plants contributes to economic growth.
[Link] out an income-generating activity and write a report.
[Link] plants as part of God's creation to promote a healthy ecosystem.

Key Inquiry Question(s):

- How do prudent use of plants contribute to economic growth?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Gender

 Learning to learn  Respect mainstreaming
 Social justice  Environmental
 Digital literacy  Patriotism
Issues
 Imagination and  Unity
 Assertiveness
Creativity
 Animal rights and
 Communication and
Welfare Issues in
Collaboration
Education
 Critical thinking and  Learners Support
problem solving Programmes
 Financial literacy
Learning Resources:
- Top Scholar CRE pg 28
- Digital devices (tablets/laptops for research)

Organization of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson, focusing on the value of natural resources.
- Introduce today’s topic by highlighting the interconnectedness of plants, responsibility, and
economic growth.
- Direct learners to read and discuss the relevant content from the learning resources, drawing
attention to how plants impact our economy.

Lesson Development (30 minutes):

Step 1: Brainstorming Session

- In small groups, learners will brainstorm ideas on how the responsible use of plants can
contribute to economic growth. They will write their ideas on a shared digital platform or
whiteboard.
- Prompt questions: "What are some plants we depend on for products?" and "How can we use
plants without harming the environment?"

Step 2: Discussion
- Regroup and facilitate a class discussion where each group shares their ideas.
- Encourage students to articulate their thoughts and ask follow-up questions to deepen
understanding.
- Highlight key points about sustainable practices and the economic value of plants.

Step 3: Income Generating Activity

 - Introduce an activity where students can conceptualize a simple business plan that utilizes
plants—like a small garden or plant sales.
- Each group will create a brief outline of their business model, including how they’ll use the
plants responsibly and what economic benefits they expect.

Step 4: Writing a Report

- Each group will write a short report summarizing their business idea and how it contributes to
both economic growth and environmental sustainability.
- Remind them to reflect on their learning about responsibility over plants as they write.

Conclusion (5 minutes):
- Summarize key points from the lesson, reiterating the main objectives and the importance of
plants in both our economy and ecosystem.
- Engage students in a brief interactive activity—such as a quick quiz or a "think-pair-share"—to
reinforce their understanding of the topics.
- Provide a teaser for the next session, inviting students to think about other ways they can
responsibly interact with the environment.

Extended Activities:
- Plant Journal: Learners can keep a journal documenting local plants they encounter, their uses,
and the ecological roles they play.
- Service Project: Encourage learners to participate in a local tree-planting initiative or a cleanup
event to practice environmental responsibility.
- Research Assignment: Have students research a specific plant species, its economic value, and
its role in the ecosystem and present their findings in the next class.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 7 CRE

WEEK 5: LESSON 2
Strand: Creation
Sub Strand: Use and misuse of natural resources as God’s creation

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Define the term natural resources.
[Link] the different natural resources found in the community.
3. Discuss how natural resources are used in the community.
[Link] flashcards showing the different natural resources in the community.
5. Appreciate the natural resources in the community.

Key Inquiry Question(s):

- How do human beings benefit from natural resources?
- What are the different natural resources in the community?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Gender

 Learning to learn  Respect mainstreaming
 Social justice  Environmental
 Digital literacy  Patriotism
Issues
 Imagination and  Unity
 Assertiveness
Creativity
 Animal rights and
 Communication and
Welfare Issues in
Collaboration
Education
 Critical thinking and  Learners Support
problem solving Programmes
 Financial literacy

Learning Resources:
- Top Scholar CRE pg 32
- Flashcards
- Digital devices: Tablets

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking students to share what they remember about God’s
creation.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts related to natural resources.

Lesson Development (30 minutes):

Step 1: Define Natural Resources

- In pairs, learners will use a dictionary or digital devices to look up and write the definition of
"natural resources." They will discuss this definition and present their findings to the class.
- Targeted Outcome: Understand what natural resources are.

Step 2: Identify Natural Resources in the Community

- In small groups, students will brainstorm and list different natural resources they can find
within their own community (e.g., water, forests, minerals, etc.).
- As they compile their lists, they can use tablets to search for additional examples if needed.
- Targeted Outcome: Identify various natural resources.

Step 3: Discuss the Benefits of Natural Resources

- Groups will discuss and record how human beings use these natural resources and the benefits
they provide (e.g., food, shelter, energy).
- Each group will present one benefit to the class.
 - Targeted Outcome: Understand how and why these resources are important to the
community.

Step 4: Create Flashcards

- Using the information gathered, learners will create flashcards depicting different natural
resources found in their community, including images and benefits.
- Encourage creativity in their designs!
- Targeted Outcome: Synthesize knowledge in a visual format.

Conclusion (5 minutes):
- Summarize key points about the definition, identification, and benefits of natural resources
covered during the lesson.
- Conduct a brief interactive activity, such as a quick quiz or a game of 'resource bingo' to
reinforce the main topics discussed.
- Prepare learners for the next session by previewing upcoming topics, such as conservation and
responsible use of natural resources.

Extended Activities:
- Nature Walk: Organize a nature walk in the community to observe and document various
natural resources firsthand.
- Research Project: Assign learners to research a specific natural resource in their community, its
uses, and the importance of conserving it. They can present their findings in a creative format
(e.g., poster, PowerPoint presentation, or report).
- Role-Playing Activity: Have students role-play as different community members (e.g., farmer,
environmentalist, government official) discussing their views on natural resource use and
conservation.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE
 WEEK 5: LESSON 3
Strand: Creation
Sub-Strand: Use and Misuse of Natural Resources as God’s Creation

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. State the effects of misusing natural resources in the community.
2. Explain the effects of misusing natural resources in the community.
3. Summarize the points on the effects of misusing natural resources on charts.
4. Hold a debate on the effects of misusing natural resources.

Key Inquiry Question(s):

- What are the effects of misusing natural resources in the environment?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Gender

 Learning to learn  Respect mainstreaming
 Social justice  Environmental
 Digital literacy  Patriotism
Issues
 Imagination and  Unity
 Assertiveness
Creativity
 Animal rights and
 Communication and
Welfare Issues in
Collaboration
Education
 Critical thinking and  Learners Support
problem solving Programmes
 Financial literacy

Learning Resources:
- Top Scholar CRE pg 35–36
- Digital devices
- Charts

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson’s key concepts about creation and the importance of natural
resources.
- Guide learners to read and discuss relevant content from the learning resources, focusing on
understanding the key concepts related to natural resource misuse.

Lesson Development (30 minutes):

Step 1: Brainstorming
- In groups of four, learners brainstorm and list as many effects of misusing natural resources as
they can think of. Encourage students to think about both immediate and long-term
consequences for the environment and their community.

Step 2: Summarizing
- After brainstorming, each group summarizes their points onto a chart. They should categorize
the effects into environmental, social, and economic impacts. Display these charts around the
classroom for visual reference.

Step 3: Group Presentations

- Groups take turns presenting their charts to the class. Allow each group a couple of minutes to
explain their points, fostering a discussion after each presentation for clarification and further
exploration of ideas.

Step 4: Debate Preparation

 - Divide the class into two groups: one group will argue that misusing natural resources has
significant negative effects, while the other will propose ways that responsible use can benefit
the community. Give them a few minutes to prepare their arguments.

Conclusion (5 minutes):
- Summarize the key points discussed during the lesson, highlighting the various effects of
misusing natural resources.
- Conduct a brief interactive activity where students can vote or show their opinions on
statements concerning resource use (e.g., "Using plastic bags harms the environment"). This will
reinforce their understanding and encourage critical thinking.
- Prepare learners for the next session by giving them a preview of upcoming topics or questions
to consider, such as the importance of conservation or ways to promote sustainable practices.

Extended Activities:
1. Nature Walk: Organize a nature walk in the school vicinity where students can observe local
natural resources and discuss how they are used and misused in their community.
2. Research Project: Assign students to research a local environmental issue related to natural
resource misuse and present their findings to the class in the next lesson.
3. Creative Art Project: Invite students to create posters or digital presentations that promote
the responsible use of natural resources, which can be displayed around the school.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE
 WEEK 5: LESSON 4
Strand: Creation
Sub Strand: Use and misuse of natural resources as God’s creation

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
[Link] Genesis 2:15, Exodus 23:10-11, and Deuteronomy 20:19.
[Link] what the Bible teaches on the good use of God’s creation.
[Link] a song about God’s creation.
[Link] the biblical teachings on the good use of natural resources.

Key Inquiry Question(s):

- What values can guide us in the good use of natural resources?
- How can you apply these values in the use and misuse of natural resources?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Gender

 Learning to learn  Respect mainstreaming
 Social justice  Environmental
 Digital literacy  Patriotism
Issues
 Imagination and  Unity
 Assertiveness
Creativity
 Animal rights and
 Communication and
Welfare Issues in
Collaboration
Education
 Critical thinking and  Learners Support
problem solving Programmes
 Financial literacy

Learning Resources:
- Top Scholar CRE pg 37
- Digital devices: tablets
- Bible

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on God’s creations and their significance.
- Ask learners to share what they remember, highlighting any key terms or concepts.
- Introduce today’s focus on the responsible use of natural resources as taught in the Bible.

Lesson Development (30 minutes):

Step 1: Reading and Understanding Scripture

- Divide learners into small groups and assign each group one passage to read:
- Group 1: Genesis 2:15
- Group 2: Exodus 23:10-11
- Group 3: Deuteronomy 20:19
- Each group summarizes their passage and discusses its meaning regarding natural resource
use.

Step 2: Group Discussion

- Reconvene as a class and facilitate a discussion based on each group’s findings.
- Prompt learners to identify key biblical values related to the good use of God’s creation, such
as stewardship, respect, and sustainability.
- Encourage questions and examples from their own lives that relate to responsible use of
resources.

Step 3: Identify Values and Their Applications

 - Have learners create a list on the board of values they think are essential for the good use of
natural resources.
- Discuss how each value can be applied to prevent misuse, like conservation efforts or reducing
waste.

Step 4: Creative Expression - Composing a Song

- Guide learners to compose a short song or jingle about God’s creation and the importance of
caring for it.
- Encourage groups to perform their songs to the class, focusing on their chosen biblical values.

Conclusion (5 minutes):
- Summarize the key points discussed, emphasizing the importance of stewardship as taught in
the Bible.
- Conduct a brief interactive activity, such as a quick quiz or group reflection, to reinforce the
main topics.
- Preview the next session, prompting learners to think about other ways we can responsibly
care for the environment.

Extended Activities:
- Nature Observation Project: Learners can take a nature walk, documenting different natural
resources they see and reflecting on how they can be used responsibly.
- Create a Resource Guide: Encourage learners to create a guide on simple ways to conserve
resources at home or in their community.
- Role-Playing Scenarios: In pairs, learners can role-play different scenarios that involve making
choices about resource use, discussing the impact of their decisions.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE
 WEEK 6: LESSON 1
Strand: Creation
Sub Strand: Use and misuse of natural resources as God’s creation.

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Mention ways in which communities misuse natural resources.
2. Discuss how people misuse natural resources in their community.
3. Create a PowerPoint presentation on how human beings misuse natural resources.
4. Express a desire to take care of natural resources in their community.

Key Inquiry Question:

- How do people misuse the natural resources?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Gender

 Learning to learn  Respect mainstreaming
 Social justice  Environmental
 Digital literacy  Patriotism
Issues
 Imagination and  Unity
 Assertiveness
Creativity
 Animal rights and
 Communication and
Welfare Issues in
Collaboration
Education
 Critical thinking and  Learners Support
problem solving Programmes
 Financial literacy

Learning Resources:
- Digital devices (Tablets)
- Top Scholar CRE (pg 33-34)
- Charts
- Pictures illustrating resource misuse

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson's key concepts on creation and natural resources.
- Guide learners to read a short passage from Top Scholar CRE (pg 33-34) and discuss it, focusing
on understanding the misuse of natural resources.

Lesson Development (30 minutes):

Step 1: Picture Observation

- In small groups, learners will observe pictures provided in their learner’s book or from the
internet that depict various ways of misusing natural resources.
- Each group discusses what they see and creates a list of the different forms of misuse they
have identified.

Step 2: Discussion and Summarization

- Groups will then share their lists with the class, while the teacher writes down the key points
on the board.
- Discuss additional ways that the community misuses natural resources that may not have been
covered in the pictures.
- Group members will summarize this newly gathered information onto a chart.

Step 3: Research Activity

- Learners are guided to use tablets to conduct brief online research on how human beings
misuse natural resources, focusing on their own communities.
- Have them take notes for their presentations.
 Step 4: PowerPoint Presentation Preparation
- Conclude this section by instructing learners to begin creating a PowerPoint presentation using
the information they gathered.
- Emphasize the importance of making it engaging and informative. They can work on this as
homework if time does not permit completion in class.

Conclusion (5 minutes):
- Summarize the main points discussed about the misuse of natural resources and emphasize
the key learning objectives achieved during the lesson.
- Engage students in a brief interactive activity such as a "Think-Pair-Share" where they state
one action they can take to care for natural resources in their community.
- Preview the next session's content, focusing on stewardship of natural resources and its
significance.

Extended Activities:
- Organize a community clean-up day to improve local environments and teach stewardship
directly.
- Encourage students to write a short essay on the importance of natural resources and how
their community can improve its practices concerning these resources.
- Have students create posters that encourage responsible use and preservation of natural
resources, which can be displayed in the school.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 6: LESSON 2
Strand: The Bible
Sub Strand: Functions of the Bible
 Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Identify how the Bible is used in different occasions and places.
2. Explain the importance of the Bible and how it is used in contemporary society.
3. Prepare a PowerPoint presentation on the importance of the Bible.
4. Appreciate the importance of the Bible in our lives.

Key Inquiry Question(s):

- How is the Bible used in spreading the Word of God?
- How is the Bible used in contemporary society?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Creative and
 Imagination and  Unity
Critical thinking
Creativity
 Digital Citizenship
 Communication and
 Human rights
Collaboration
 Good Governance
 Critical thinking and
problem solving
 Citizenship

Learning Resources:
- Top Scholar CRE, pages 41-42
- The Bible
- Digital devices: Tablets and laptops

Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson: Ask students to share their understanding of previous topics
discussed.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
key concepts about the Bible's functions.

Lesson Development (30 minutes):

Step 1: Reading and Discussion

- Learners will read 2nd Timothy 3:16-17 and Hebrews 4:12 in small groups.
- Discuss the meanings of these texts, focusing on how they relate to the Bible's value and role.

Step 2: Listing Uses of the Bible

- Together, brainstorm and list the occasions and places where the Bible is commonly used (e.g.,
weddings, funerals, church services, personal study, etc.).
- Write these examples on the board for reference.

Step 3: Importance of the Bible

- In groups, discuss the importance of the Bible in today’s society.
- Prepare a PowerPoint presentation highlighting key points from the discussion. Each group
should share their ideas on at least three important aspects of the Bible's relevance.
Step 4: Debate Activity
- Conduct a debate on the topic: “Is the Bible useful in society?”
- Divide the class into two groups (pro and con) to encourage critical thinking and discussion.
Allow a few minutes for each group to present their viewpoints.

Conclusion (5 minutes):
 - Summarize key points covered during the lesson, highlighting how the Bible is used and its
importance in contemporary society.
- Conduct a brief interactive activity, such as "Bible Verse Matching," where learners match
verses to their themes or purposes.
- Prepare learners for the next session by previewing the next topic, which could be about the
different translations of the Bible and their significance.

Extended Activities:
1. Personal Reflection Journal: Ask students to keep a journal for a week where they note down
instances where they see the Bible being used in their lives or community.
2. Bible Project: Students can create a small project about their favorite Bible verse, explaining
its context, meaning, and how it can be applied in everyday life.
3. Create a Multimedia Presentation: Encourage learners to extend their PowerPoint
presentations by adding videos or images that complement their points about the Bible’s
functions.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 6: LESSON 3
Strand: The Bible
Sub Strand: Functions of the Bible

Specific Learning Outcomes:

 - By the end of the lesson, the learner should be able to:
1. Define the term holistic.
[Link] the role of the Bible for the holistic growth of a person.
3. Sing the song in the learner’s book.
4. Enjoy singing the song.

Key Inquiry Question(s):

- How does the Bible promote the growth of a person in the following areas: spiritually, morally,
socially, physically, emotionally, and intellectually?
Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Creative and
 Imagination and  Unity
Critical thinking
Creativity
 Digital Citizenship
 Communication and
 Human rights
Collaboration
 Good Governance
 Critical thinking and
problem solving
 Citizenship

Learning Resources:
- Digital devices: Tablets
- Top Scholar CRE pg 43-44
- Song

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking students to recall what they learned about the Bible.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the definition of "holistic" and how it can relate to the Bible.

Lesson Development (30 minutes):

Step 1: Defining Holistic

- In pairs, ask students to use their tablets to search for the meaning of "holistic."
- Encourage them to discuss their findings with their partner and write down their definition.

Step 2: Bible and Spiritual Growth

- Have each pair think about how the Bible contributes to spiritual growth.
- Share insights in a small group setting and select one representative to share the group's
reflections with the class.

Step 3: Bible and Other Growth Areas

- Assign each group one of the following areas: moral, social, emotional, physical, or intellectual
growth. Have them discuss how the Bible supports growth in their assigned area.
- Each group will prepare a short summary to present to the entire class.

Step 4: Singing the Song

- Conclude the group discussions by gathering the class to sing the song in the learner’s book
together.
- Encourage students to express how they feel while singing and connect it back to what they
learned about holistic growth in relation to the Bible.

Conclusion (5 minutes):
- Summarize the key points discussed on the role of the Bible in holistic growth.
- Conduct a brief interactive Q&A activity where students can reflect on their own growth areas.
 - Prepare learners for the next session by previewing an upcoming topic on specific Bible stories
that illustrate the concepts discussed today.

Extended Activities:
- Write a personal reflection on how they can apply one aspect of holistic growth in their life this
week and share it in the next class.
- Create a poster or digital presentation that illustrates the different ways the Bible promotes
holistic growth, which can be displayed in the classroom.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 6: LESSON 4
Strand: The Bible
Sub Strand: Functions of the Bible

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
 1. Identify the different types of services Christians engage in within their local community in
service to God and humanity.
2. Explain how God’s word inspires different services among Christians.
3. Appreciate the Bible as the inspired word of God.

Key Inquiry Question:

- Which types of services do Christians engage in, in service to God and human beings in the
community?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Creative and
 Imagination and  Unity
Critical thinking
Creativity
 Digital Citizenship
 Communication and
 Human rights
Collaboration
 Good Governance
 Critical thinking and
problem solving
 Citizenship

Learning Resources:
- Top Scholar CRE pg 45-46
- Digital devices: Computers, Tablets
- Word Puzzle

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by prompting learners to recall key concepts discussed.
- Guide learners to read and discuss relevant content from the learning resources, focusing on
understanding how the Bible informs and inspires service in the community.

Lesson Development (30 minutes):

Step 1: Brainstorming
- In groups, have learners brainstorm different types of services that Christians participate in
within their local communities. Encourage them to consider services related to charity, church
activities, volunteering, and outreach programs. Each group will make a list to share later.

Step 2: Exploration
- Direct learners to read passages from the learning resources that explain how God’s Word
inspires Christians to serve. After reading, they will discuss how biblical teachings can motivate
acts of kindness and service. Each group will summarize their findings and prepare to present.

Step 3: Presentation
- Groups will take turns presenting their lists and insights on how God's Word inspires their acts
of service. This will help reinforce understanding and allow for peer learning.

Step 4: Word Puzzle Activity

- Distribute a word search puzzle containing terms related to values that underpin Christian
service (e.g., compassion, kindness, charity). Once completed, groups will discuss how these
values can be demonstrated as they offer services in their community, connecting back to
biblical teachings.

Conclusion (5 minutes):
- Summarize the key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity such as a “service values” quick quiz to reinforce
understanding of the main topics.
- Preview upcoming topics for the next session and pose questions for learners to think about
what types of community services they may want to engage in.
 Extended Activities:
- Encourage learners to volunteer for a local charity or community service activity and keep a
journal reflecting on their experience and how it relates to their understanding of the Bible's
teachings.
- Have learners create a poster presenting a service project idea that they would like to start in
their community, incorporating biblical principles.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 7: LESSON 1
Strand: The Bible
Sub Strand: Divisions of the Bible

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Name the major divisions of the Bible.
 2. Identify the books of the Old and New Testament to enhance understanding of the word of
God.
3. Arrange the books of the Bible in order on a chart and display it in class.
4. Prepare flashcards showing the books of the Bible.
5. Enjoy sorting and arranging the books of the Bible using the prepared flashcards.

Key Inquiry Question:

- Why is it important to know the books of the Bible?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Creative and
 Imagination and  Unity
Critical thinking
Creativity
 Digital Citizenship
 Communication and
 Human rights
Collaboration
 Good Governance
 Critical thinking and
problem solving
 Citizenship

Learning Resources:
- Charts
- Flashcards
- Top Scholar CRE pg 48-49
- Bible
- Marker pens

Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson on the importance of the Bible in Christian education.
- Guide learners to read and discuss relevant content from Top Scholar CRE, focusing on the
major divisions of the Bible.

Lesson Development (30 minutes):

Step 1: Identify Major Divisions
- In pairs, learners will discuss and list the major divisions of the Bible: the Old Testament and
New Testament.
- Each pair will share their thoughts with the class, allowing for clarification and reinforcement
of the concepts.

Step 2: Explore the Books

- In groups of four, learners will list the books of the Old Testament and New Testament
chronologically.
- Each group will be provided with a reference Bible or Top Scholar CRE, ensuring they have the
correct names and order of the books.

Step 3: Create Charts

- Groups will write the books of the Bible (both Old and New Testament) on large chart paper,
working together to ensure accuracy and organization.
- Encourage creativity in displaying the books.

Step 4: Prepare Flashcards

- Learners will create flashcards for the books of the Old and New Testament using marker pens.
- Each learner contributes to the flashcards, and they will sort and arrange them according to
the order of the books during a fun sorting activity.

Conclusion (5 minutes):
 - Summarize key points learned during the lesson, emphasizing the major divisions and the
sequence of books in the Bible.
- Conduct a brief interactive activity where learners can quiz each other using the flashcards
prepared in class.
- Preview upcoming topics, such as stories from specific books of the Bible, to keep learners
engaged and thinking ahead.

Extended Activities:
1. Bible Book Bingo: Create a Bingo game using the books of the Bible. As the teacher calls out a
book, learners can mark their cards. This can reinforce their memory of the books.
2. Bible Scavenger Hunt: Organize a scavenger hunt where students find specific passages or
stories in different books of the Bible, encouraging exploration and deeper engagement with
the text.
3. Create a Digital Presentation: Encourage learners to research one book of the Bible in pairs
and prepare a short presentation to share with the class in the next lesson.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 7: LESSON 2
Strand: The Bible
Sub Strand: Divisions of the Bible

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. List the groups of the Old Testament books in the Bible.
2. Classify the books of the Old Testament according to their divisions.
 3. Prepare PowerPoint presentations showing the groups of the Old Testament books.
4. Create charts depicting the different groups of the Old Testament books.
5. Appreciate the books of the Old Testament as they read the Bible.

Key Inquiry Questions:

- What are the main groups of the Old Testament books?
- How many books are in the Old Testament?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Creative and
 Imagination and  Unity
Critical thinking
Creativity
 Digital Citizenship
 Communication and
 Human rights
Collaboration
 Good Governance
 Critical thinking and
problem solving
 Citizenship
Learning Resources:
- Bible
- Charts
- Top Scholar CRE pg 50-52
- Tablets or laptops
- Marker pens

Organisation of Learning:

Introduction (5 minutes):
- Review the Previous Lesson: Briefly discuss what was covered in the last lesson to connect
prior knowledge with today’s topic.
- Discussion: Guide learners to read relevant content from the learning resources and discuss
the main ideas with their peers.

Lesson Development (30 minutes):

Step 1: Identifying the Groups

- In groups, students discuss and list the key divisions of the Old Testament books, such as the
Law, Historical Books, Wisdom Literature, and the Prophets.
- The teacher facilitates the discussion, ensuring each group notes down their findings on paper.

Step 2: Classification
- Each group classifies the Old Testament books based on the divisions discussed in Step 1.
- Encourage groups to make a list that details which books belong to each category and to look
for patterns or themes in the different groups.

Step 3: Creating Presentations

- Using tablets or laptops, groups will open a PowerPoint presentation. They will create slides
that visualize their classification of the Old Testament books.
- Remind students to include images, key titles, and brief descriptions.

Step 4: Chart Making

- Groups will create a chart that summarizes the classifications. They can use marker pens and
large sheets of paper to make colorful and engaging charts to present to the class.

Conclusion (5 minutes):
- Summarize Key Points: Review the groups of the Old Testament books and the importance of
each classification.
 - Interactive Activity: Conduct a quick quiz using student volunteers to reinforce the main topics
discussed in class. For example, ask questions about specific books in the Old Testament and
which group they belong to.
- Preview Next Session: Preview the next session’s topic, encouraging students to think about
how the books of the Old Testament might relate to the New Testament or their own lives.

Extended Activities:
- Reading Assignment: Assign students to read one book from the Old Testament, prepare a
short summary, and present how it fits into the classifications discussed.
- Creative Project: Have students create a “Divisions of the Bible” poster at home, including
drawings, images, and important information about each division and significant books.
- Group Discussion: Plan a group discussion session where students can share insights or
personal reflections based on their readings.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 7: LESSON 3
Strand: The Bible
Sub Strand: Division of the Bible

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Identify the groups of the New Testament books in the Bible.
2. Classify the books of the New Testament according to their divisions.
3. Create a chart showing the different groups of the New Testament books.
 4. Prepare a PowerPoint presentation displaying the groups of the New Testament books using
digital devices.
5. Appreciate the books of the New Testament as they read the Bible.

Key Inquiry Question:

- What are the groups of the New Testament books?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Creative and
 Imagination and  Unity
Critical thinking
Creativity
 Digital Citizenship
 Communication and
 Human rights
Collaboration
 Good Governance
 Critical thinking and
problem solving
 Citizenship

Learning Resources:
- Top Scholar CRE pg 53-54
- Charts
- Bible
- Tablets, Laptops

Organisation of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson on the Bible.
- Ask students what they remember about the structure of the Bible.
- Introduce today's focus on the New Testament and its divisions.

Lesson Development (30 minutes):

Step 1: Introduction to New Testament Groups

- Explain the different groups of the New Testament: the Gospels, Acts, Epistles (Letters), and
Revelation.
- Use a chart to visually demonstrate these divisions.

Step 2: Classifying New Testament Books

- In small groups, have learners list the specific books found in each division of the New
Testament.
- Provide Bibles and the learning resources to help them classify correctly.

Step 3: Chart Creation

- Each group creates a chart on poster paper or a digital form that includes:
- The name of each group.
- The books contained in each group.
- Circulate to offer guidance and ensure understanding.

Step 4: Preparation of PowerPoint Presentations

- Groups will use tablets or laptops to begin creating a PowerPoint presentation summarizing
their findings.
- Encourage creativity, such as including images or videos to enhance their presentations.

Conclusion (5 minutes):
- Invite a few groups to share their charts and PowerPoint slides with the class.
- Summarize the key points learned about the divisions of the New Testament.
 - Conduct a quick interactive activity, such as Kahoot or a short quiz, to reinforce their learning.
- Briefly preview the next session, which will dive deeper into the significance of the books
within the New Testament.

Extended Activities:
- Book Reflection Journals: Students can select one book from the New Testament, read a few
chapters, and write a reflection on its themes and messages.
- Group Discussion: Organize a debate where students choose a division of the New Testament
to argue its importance in understanding the Bible as a whole.
- Creative Projects: Groups can create a short skit or dramatic presentation demonstrating a
story or lesson from one of the New Testament books.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 7: LESSON 4
Strand: The Bible
Sub Strand: Division of the Bible

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the values acquired from the study of the divisions of the Bible.
2. Design a bookmark featuring the books of the Bible.
3. Create a tune and sing a song that shows appreciation for the books of the Bible.
4. Develop a desire to read the Bible.
 Key Inquiry Questions:
- Why is the Bible the best book to read?
- Which values are acquired from reading the Bible?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Creative and
 Imagination and  Unity
Critical thinking
Creativity
 Digital Citizenship
 Communication and
 Human rights
Collaboration
 Good Governance
 Critical thinking and
problem solving
 Citizenship

Learning Resources:
- Top Scholar CRE, pg 54
- Digital devices (tablets/laptops)
- Realia (physical items related to the Bible)
- Song resources (lyrics/audio)

Organisation of Learning:

Introduction (5 minutes):
- Activity: Begin by reviewing the previous lesson, asking learners to share what they remember
about the Bible’s structure.
- Discussion: Guide learners to read and discuss relevant content from Top Scholar CRE, focusing
on how the divisions of the Bible help convey its messages.
Lesson Development (30 minutes):

Step 1: Identifying Values

- Group Activity: Divide the class into small groups. Assign each group to discuss and list the
values they think are conveyed through the different divisions of the Bible (e.g., wisdom, love,
courage, faith).

Step 2: Designing Bookmarks

- Craft Activity: Each group will design a colorful bookmark that features the names of the books
of the Bible, possibly illustrating one or two key themes or verses that represent those books.

Step 3: Creating a Tune

- Creative Activity: Groups will brainstorm and create a simple, catchy tune to a familiar melody
(like "Twinkle, Twinkle Little Star") which appreciates the Bible. Each group can incorporate
some of the values they discussed.

Step 4: Performance
- Sharing: Groups will perform their songs for the class. Encourage clapping and support as they
share their creations.

Conclusion (5 minutes):
- Summarize: Recap key points regarding the divisions of the Bible and the values learned.
- Interactive Activity: Ask a few learners to share one value they will try to implement in their
lives based on today’s lesson.
- Preview: Provide a brief overview of the next session’s focus, perhaps on specific stories or
lessons from the Bible.

Extended Activities:
 1. Homework Assignment: Create a personal journal entry reflecting on a lesson learned from
the Bible and how it can be applied in daily life.
2. Memory Verse Challenge: Select a verse from the Bible that speaks to the values discussed in
class and encourage learners to memorize it. They can recite it in the next class for points
towards a class reward.
3. Bible Reading Buddy: Pair up with a classmate and commit to reading a selected book of the
Bible together over the next week, sharing thoughts and reflections.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 9: LESSON 1
Strand: The Bible
Sub Strand: Bible Translation

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Define the term "Translation."
2. Describe the translation of the Bible into different languages.
3. Prepare a chart showing a diagram of the translation process of the Bible from original
languages to local languages.
4. Appreciate the process of Bible translation.

Key Inquiry Questions:

- What skills does a Bible translator require?
 - What is translation?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Creative and
 Imagination and  Unity
Critical thinking
Creativity
 Digital Citizenship
 Communication and
 Human rights
Collaboration
 Good Governance
 Critical thinking and
problem solving
 Citizenship

Learning Resources:
- Lesson notes
- Charts (Top Scholar CRE pg 56-57)
- Tablets for research

Organisation of Learning:

Introduction (5 minutes):
- Review: Begin by reviewing the previous lesson to activate prior knowledge about the Bible
and its importance.
- Discussion: Ask learners to share what they know about translation and its significance.
Reference relevant content from learning resources to highlight key concepts.

Lesson Development (30 minutes):

Step 1: Define Translation

- Activity: In pairs, learners look up the term "translation" using dictionaries or tablets.
- Discussion: Each pair shares their definition and understanding with the class. Facilitate a
discussion to clarify any misconceptions and formulate a group definition.

Step 2: Translation of the Bible

- Group Work: Learners, in small groups, investigate how the Bible was translated from original
languages (Hebrew, Aramaic, Greek) to various local languages.
- Presentation: Groups present their findings, discussing the historical context and notable
translations.

Step 3: Skills of a Bible Translator

- Brainstorming: Facilitate a discussion on the skills required for Bible translators (e.g., language
proficiency, understanding of cultural context, theological knowledge).
- Charting: Write down key skills on a board or chart for visual reference.

Step 4: Create a Translation Chart

- Activity: Each learner prepares a simple chart showing the process of Bible translation from
original languages to a chosen local language.
- Sharing: Invite students to share their charts and discuss similarities and differences in
translation paths.

Conclusion (5 minutes):
- Summarize: Recap key points such as the definition of translation, the process of Bible
translation, and the skills required.
- Interactive Activity: Ask learners to do a quick Think-Pair-Share about what they found most
interesting about Bible translation.
- Preview Next Lesson: Introduce the next topic, providing questions for them to ponder until
the next session.

Extended Activities:
 1. Research Assignment: Learners can research a specific Bible translation (e.g., King James
Version, New International Version) and present its history and significance to the class.
2. Creative Writing: Write a short story or a diary entry from the perspective of a Bible
translator, detailing their challenges and experiences in the translation process.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 9: LESSON 2
Strand: The Bible
Sub Strand: Bible Translation

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Define the term "version" in Bible translation.
2. Identify the different versions of the Bible used in society.
3. Use digital devices to search the internet for versions of the Bible.
4. Appreciate the different versions of the Bible used in the community.

Key Inquiry Question:

- Which versions of the Bible do you know?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective
 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Creative and
 Imagination and  Unity
Critical thinking
Creativity
 Digital Citizenship
 Communication and
 Human rights
Collaboration
 Good Governance
 Critical thinking and
problem solving
 Citizenship

Learning Resources:
- Top Scholar CRE pg 57, Different Versions of the Bible
- Digital devices (tablets, laptops, or smartphones)
- Lesson notes
- Flashcards

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking students to share one thing they remember about Bible
translation.
- Introduce the key concepts of the lesson by guiding learners to read and discuss relevant
content from the learning resources, emphasizing the meaning of "version."

Lesson Development (30 minutes):

Step 1: Understanding "Version"

- In groups, have learners brainstorm the meaning of the word "version."
- Facilitate a discussion where each group shares their definition, compiling all answers on the
board.

Step 2: Exploring Bible Versions

- Ask learners to study the different versions of the Bible available in the classroom or school
library.
- Each group should select 1-2 versions and prepare to share their findings.

Step 3: Digital Search for Bible Versions

- Guide students to use digital devices to search the internet for different versions of the Bible.
- Encourage them to note down at least five different versions.
Step 4: Creating Flashcards
- In their groups, learners prepare flashcards showing the name and a brief description of each
version of the Bible they researched.
- Once completed, allow groups to display their flashcards in class.

Conclusion (5 minutes):
- Summarize the key points discussed in the lesson, reinforcing the definition of "version" and
the different Bible versions identified.
- Conduct a brief interactive activity, such as a "Version Match" quiz, where learners match
descriptions with the versions they studied.
- Prepare learners for the next session by previewing upcoming topics related to the impact of
different Bible versions on interpretation.

Extended Activities:
- Personal Reflection Essay: Ask students to write a short essay on their preferred Bible version
and why they connect with it.
- Group Presentation: Assign groups to research and present on a specific version of the Bible,
exploring its history, purpose, and unique features.
 - Community Survey: Encourage learners to conduct a survey in their community or among
family members to find out which Bible versions are most commonly used and appreciated.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 9: LESSON 3
Strand: The Bible
Sub Strand: Bible Translation

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. State the challenges faced by Bible translators.
2. Discuss the challenges faced by Bible translators.
3. Acknowledge the challenges faced by Bible translators.

Key Inquiry Question:

- What challenges are faced by Bible translators?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Imagination and  Unity  Creative and
Creativity Critical thinking
 Communication and  Digital Citizenship
Collaboration  Human rights
 Critical thinking and  Good Governance
problem solving
 Citizenship

Learning Resources:
- Digital devices: Tablets
- Learner’s book
- Lesson notes
- Top Scholar CRE pg 58

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson on the significance of the Bible in various cultures.
- Guide learners to read and discuss relevant content from the learning resources, focusing on
understanding the key concepts surrounding Bible translation.

Lesson Development (30 minutes):

Step 1: Brainstorming Session

- In pairs, learners will brainstorm potential challenges faced by Bible translators.
- Each pair writes down their ideas on a shared digital device.
- After 5 minutes, ask pairs to share their thoughts with the class.

Step 2: Group Discussion

- Form small groups of 4-5 students.
- Each group will discuss the common challenges outlined in their brainstorming session.
- Encourage them to consider both linguistic and cultural challenges.
- Monitor and facilitate discussions, guiding them to deeper insights.

Step 3: Research Activity

- Using tablets, direct groups to search for specific challenges faced by Bible translators with a
focus on a few key areas (e.g., language barriers, cultural nuances, historical context).
- Groups can summarize their findings in a few bullet points.

Step 4: Presentation of Findings

- Invite each group to present their findings to the class.
- Encourage questions and further discussion after each presentation to enhance
understanding.

Conclusion (5 minutes):
- Summarize key points discussed in the lesson, highlighting the various challenges faced by
translators.
- Conduct a brief interactive activity where learners can visually categorize challenges under
headings such as linguistic, cultural, and historical.
- Prepare learners for the next session by previewing topics on the impact of translation on
understanding the text.

Extended Activities:
1. Creative Translation Project: Have students choose a short passage of text (e.g., a popular
proverb) to translate into a language they are familiar with, considering cultural nuances.
2. Interview Project: Students can conduct an interview with someone who speaks another
language to discuss any challenges they face in translation.
 3. Research Assignment: Students can write a report on a specific Bible translation (e.g., King
James Version, New International Version), focusing on its translation process and challenges
encountered.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 9: LESSON 4
Strand: The Bible
Sub Strand: Bible Translation

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the reasons for translating the Bible into local languages.
2. Discuss the reasons for the translation of the Bible into local languages.
3. Use digital devices to search for information regarding the reasons for Bible translation.
4. Acknowledge the significance of translating the Bible into local languages.

Key Inquiry Question:

- Why was the Bible translated into local languages?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Creative and
 Imagination and  Unity Critical thinking
Creativity  Digital Citizenship
 Communication and  Human rights
Collaboration  Good Governance
 Critical thinking and
problem solving
 Citizenship

Learning Resources:
- Lesson notes
- Top Scholar CRE (pg 60)
- Digital devices (tablets/computers)

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on the importance of the Bible in various cultures.
- Guide learners to read and discuss relevant content from the learning resources, focusing on
understanding the significance of Bible translation.

Lesson Development (30 minutes):

Step 1: Brainstorming
- Divide students into small groups.
- Ask each group to brainstorm reasons why the Bible might need to be translated into local
languages.
- Encourage them to think about cultural, linguistic, and accessibility factors.

Step 2: Research
- Provide each group with digital devices or printed sources.
- Instruct them to search for information on the reasons for the translation of the Bible into
local languages and gather specific examples.

Step 3: Group Discussion

- Allow each group to discuss their findings and prepare a brief presentation.
- Encourage them to think critically about how each reason impacts their community.

Step 4: Presentations
- Each group presents their findings to the class.
- Facilitate a class discussion after each presentation, allowing other students to ask questions
or add additional points.

Conclusion (5 minutes):
- Summarize the key points discussed: reasons for translation, importance of accessibility, and
cultural relevance.
- Conduct a brief interactive activity where each student shares one new thing they learned
about Bible translation.
- Preview the next session, which will explore specific examples of Bible translations in local
languages.

Extended Activities:
- Creative Assignment: Have students select a Bible verse and translate it into their local
language or dialect, discussing the challenges they faced in capturing the meaning.
- Presentation Project: Encourage students to create a digital presentation on a specific Bible
translation in their region, including its history and impact.

Teacher Self-Evaluation:
 SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 10: LESSON 1

Strand: The Bible
Sub Strand: Bible Translation

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
1. Define the term "economic effects" in the context of Bible translation.
2. Identify the economic effects of the translation of the Bible into local languages.
3. Discuss the economic effects of the translation of the Bible into local languages.
4. Acknowledge the importance of Bible translation in local communities.

Key Inquiry Question:

- What are the economic effects of the translation of the Bible into local languages?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Creative and
 Imagination and  Unity
Critical thinking
Creativity
 Digital Citizenship
 Communication and  Human rights
Collaboration  Good Governance
 Critical thinking and
problem solving
 Citizenship

Learning Resources:
- Top Scholar CRE, pages 61-62
- Digital devices (tablets, laptops)
- Lesson notes

Organization of Learning:

Introduction (5 minutes):
- Review Previous Lesson: Briefly recap the last lesson to connect to the new topic.
- Guided Reading: Lead learners in reading the relevant sections from the learning resources.
Encourage discussion to clarify key concepts related to Bible translation and its significance.

Lesson Development (30 minutes):

Step 1: Defining Economic Effects

- Group Activity: In small groups, learners will brainstorm what the term "economic effects"
means. They will write their definitions on chart paper.
- Discussion: Groups will share their definitions with the class, and the teacher will facilitate a
discussion to refine the meaning and align it with the translation of the Bible.

Step 2: Identifying Economic Effects

- Research Task: Using digital devices, learners will explore and identify at least three economic
effects of translating the Bible into local languages. They can refer to supplementary online
articles or local examples if available.
- Presentation: Each group will present their findings to the class, highlighting both positive and
negative economic effects.

Step 3: Discussing Economic Effects

- Discussion Circles: In pairs, students will discuss how these economic effects impact their own
communities or regions.
- Sharing Insights: Ask pairs to share one economic effect they discussed with the larger group,
prompting critical thinking about local relevance.

Step 4: Reflection and Connection

- Individual Reflection: Learners will write a short paragraph reflecting on what they have
learned about the economic effects of Bible translation and why this knowledge is important to
them.
- Sharing: A few volunteers can share their reflections with the class if time allows.

Conclusion (5 minutes):
- Summarize Key Points: Recap the main ideas covered in the lesson regarding the significance
of economic effects in Bible translation.
- Interactive Activity: Conduct a quick quiz or think-pair-share activity to reinforce
understanding.
- Preview Next Session: Briefly introduce the next topic, such as "The Role of Local Churches in
Bible Translation."

Extended Activities:
- Research Project: Ask students to choose a local language Bible translation and research its
impact on the local economy, culture, or society.
 - Creative Presentation: Students could create a poster or digital presentation on the social
benefits of translating the Bible into local languages, considering economic, cultural, and
educational aspects.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 10: LESSON 2

Strand: The Bible
Sub Strand: Bible Translation

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to answer questions related to the sub-
strand, "Bible Translation."

Key Inquiry Question(s):

- What is Bible translation, and why is it important?
- How do various translations of the Bible differ, and what impact do these differences have on
understanding the text?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Creative and
 Imagination and  Unity
Critical thinking
Creativity
 Digital Citizenship
 Communication and
 Collaboration  Human rights
 Critical thinking and  Good Governance
problem solving
 Citizenship

Learning Resources:
- Top Scholar CRE pg 63.
- Teacher Assessment questions.
Organisation of Learning:

Introduction (5 minutes):
1. Begin by reviewing the previous lesson on the significance of the Bible in various cultures.
2. Ask students to briefly share what they remember about different versions of the Bible.
3. Introduce the concept of Bible translation, highlighting its importance in making the scripture
accessible.

Lesson Development (30 minutes):

Step 1: Understanding Translation

- Explain what Bible translation entails and why it is necessary.
- Discuss the process of translating texts and the challenges involved.
- Facilitate a short discussion on how translations can vary (e.g., word-for-word vs. thought-for-
thought).

Step 2: Exploring Different Translations

- Divide the students into pairs.
- Assign each pair different Bible translations (e.g., NIV, KJV, ESV, NLT).
- Have them find key passages and compare differences in wording and meanings.
Step 3: Answering Assessment Questions
- Bring the class back together and distribute Teacher Assessment questions.
- Guide students through the questions, prompting them to think critically about the
implications of translation differences.

Step 4: Group Reflection

- Facilitate a group discussion where students reflect on how the translation affects their
understanding of scripture.
- Encourage them to share insights from their paired work.

Conclusion (5 minutes):
1. Summarize the key points discussed during the lesson—what Bible translation is, why it
matters, and how different translations can impact meaning.
2. Conduct a brief interactive quiz or game on key vocabulary related to translations to reinforce
learning.
3. Preview the next session, which will delve deeper into how cultural context influences Bible
translation.

Extended Activities:
- Creative Translation Project: Students can select a Bible verse and translate it into a language
they speak at home or create their translation in their own words. They can present and explain
their choices to the class.
- Translation Comparison: Have students choose a passage in two different translations and
write a short essay on how the differences affect their interpretation of the message.

Teacher Self-Evaluation:
 SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 10: LESSON 3

Strand: The Bible
Sub Strand: Leadership in Israel: Moses

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Define the term leader.
2. Identify the characteristics of a good leader in society.
3. Write a journal entry on how to be a good leader in school, church, and the community.
4. Express a desire to choose leaders of integrity for the good of society.

Key Inquiry Question(s):

- Who is a leader?
- What are the characteristics of a good leader?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Creative and
 Imagination and  Unity
Critical thinking
Creativity
 Digital Citizenship
 Communication and
 Human rights
Collaboration
 Critical thinking and  Good Governance
problem solving
 Citizenship

Learning Resources:
- Top Scholar CRE pg 64
- Pictures
- Lesson notes
- Tablets
- Flashcards

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson on the importance of role models in society.
- Ask students to briefly summarize what they remember about qualities that make someone a
good role model.
- Introduce the topic of leadership by guiding learners to read and discuss relevant content from
their materials, focusing on the meaning of a leader.

Lesson Development (30 minutes):

Step 1: Define "Leader"

- In groups of 4-5, students brainstorm the meaning of the word "leader."
- Each group shares their definition with the class.
- Write key ideas on the board that illustrate various interpretations.

Step 2: Characteristics of a Good Leader

- Groups identify and discuss traits that they believe are important for a good leader in different
contexts: school, church, community, and country.
- Each group lists at least five characteristics and writes them on paper.

Step 3: Presentations
- Each group presents their characteristics to the class.
- Engage the class in a discussion, asking questions such as, "Why is honesty important in a
leader?" or "How can a leader inspire others?"

Step 4: Journal Writing

- Ask learners to write a journal entry addressing how they can be a good leader in their school,
church, and community.
- Prompt them to reflect on the discussions and consider concrete actions they can take.
- Provide time for students to share their ideas with a partner if comfortable.

Conclusion (5 minutes):
- Summarize the key points discussed: definitions of a leader, characteristics of good leaders,
and personal reflections on leadership.
- Conduct a brief interactive activity where students choose one characteristic of a good leader
and share how they could apply that in their daily lives.
- Preview the next session, which will explore leaders in the Bible and how their qualities relate
to today's leaders.

Extended Activities:
- Create a poster campaign where learners illustrate and campaign for what makes a good
leader in their community, inviting discussion among peers.
- Conduct interviews with community leaders and report back on how their qualities reflect the
definitions and characteristics discussed in class.
- Plan a "Leadership Day," where students can role-play different leadership scenarios in safe,
structured activities.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 10: LESSON 4

Strand: The Bible
Sub Strand: Leadership in Israel: Moses.

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the different ways in which God prepared Moses for leadership from the Bible.
[Link] how God prepared Moses for leadership according to the Bible.
[Link] an internet search on how God prepared Moses for leadership.
[Link] the different ways in which God prepared Moses for leadership.

Key Inquiry Question(s):

- How did God prepare Moses for leadership?
Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Creative and
 Imagination and  Unity
Critical thinking
Creativity
 Digital Citizenship
 Communication and
 Human rights
Collaboration
 Good Governance
 Critical thinking and
problem solving
 Citizenship
Learning Resources:
- Top Scholar CRE pg 65
- Good News Bible
- Tablets

Organisation of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson, focusing on leadership themes in the Bible.
- Facilitate a short discussion to connect to today’s topic and guide learners to read Exodus 2:11-
13, 3:1-2, 11-12, and 6:12 from the Good News Bible. Highlight the importance of
understanding how Moses was prepared for leadership.

Lesson Development (30 minutes):

Step 1: Reading and Understanding

- In small groups, learners read the specified Bible passages. Each group takes notes on what
they believe are key events or characteristics that indicate how God prepared Moses for
leadership.

Step 2: Discussion
- Groups discuss their findings with each other. They should consider questions like:
- What challenges did Moses face?
- What experiences do you think were significant in shaping him as a leader?
- How might these experiences be viewed as preparation by God?

Step 3: Internet Research

- Learners will use tablets to conduct a quick internet search on additional ways God prepared
Moses for leadership. They should look for various interpretations, stories, or lessons that
expand on what they read in the Bible.
Step 4: Sharing Insights
- Each group presents one key insight they discovered from their discussions and research. This
will encourage a sharing environment and allow for a variety of interpretations and
understandings.

Conclusion (5 minutes):
- Summarize key points and the learning objectives achieved during the lesson.
- Engage the class in a brief interactive activity, such as a quick quiz or a choice of answers
regarding Moses’s leadership preparation.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider, such as "What qualities make a good leader?"

Extended Activities:
- Creative Reflection: Learners can write a short narrative from the perspective of Moses
reflecting on the moments that shaped him as a leader.
- Leadership Traits Poster: Create a poster that features traits of effective leaders, using
examples from Moses’s life. The poster could include illustrations, quotes from the Bible, and
modern applications of these traits.
- Group Project: Research a different biblical leader and present findings regarding how they
were prepared for their leadership role, drawing comparisons to Moses.

Teacher Self-Evaluation:
 SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 11: LESSON 1

Strand: The Bible
Sub Strand: Leadership in Israel: Moses

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the roles played by Moses during the Exodus.
2. Discuss the roles played by Moses during the Exodus.
3. Use digital devices to download video clips on the roles performed by Moses during the
Exodus.
- Appreciate the roles performed by Moses during the Exodus.

Key Inquiry Question:

What roles did Moses play during the Exodus?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Creative and
 Imagination and  Unity
Critical thinking
Creativity
 Digital Citizenship
 Communication and
 Human rights
Collaboration
 Good Governance
 Critical thinking and
problem solving
 Citizenship
Learning Resources:
- Top Scholar CRE, pg. 67
- Good News Bible
- Tablets (for video downloading)
- Lesson notes

Organisation of Learning:

Introduction (5 minutes):
1. Review: Briefly summarize what was covered in the previous lesson about leaders in the
Bible.
2. Read and Discuss: In pairs, learners will read relevant excerpts from the learning resources
and share their initial thoughts on Moses' leadership qualities and actions.

Lesson Development (30 minutes):

Step 1: Bible Verses Reading

- Assign Groups: Divide learners into small groups.
- Reading: Each group reads Exodus 14:13-16, 21, 15:22-25 and Deuteronomy 4:1-3, 5, 6.
Encourage them to highlight any parts that show how Moses responded to challenges.

Step 2: Identifying Roles

- Discussion: Following the reading, each group will discuss the verses and identify specific roles
Moses played during the Exodus. They can write these roles on a shared document or flip chart.
- Examples: Roles might include leader, mediator, guide, and miracle worker.

Step 3: Watching Video Clips

- Digital Activity: Groups will use tablets to download and watch a short video clip that
demonstrates Moses’ leadership during the Exodus.
 - Discussion Prompts: Ask groups to note any new insights they gain about Moses from the
video.

Step 4: Class Reflections

- Sharing Insights: Each group shares one key role they discussed and one new insight gained
from the video.
- Class Discussion: Facilitate a brief class discussion on the importance of Moses as a leader
during this time.

Conclusion (5 minutes):
1. Summarize: Highlight the key roles identified for Moses: leader, deliverer, lawgiver, and
intercessor.
2. Interactive Activity: Conduct a quick "role play" where a volunteer acts as Moses and
responds to a hypothetical scenario related to leading the people (e.g., a lack of water in the
desert).
3. Preview Next Lesson: Share that in the next lesson, they will explore the Ten Commandments
and their significance.

Extended Activities:
- Creative Project: Learners can create a comic strip or storyboard illustrating a day in the life of
Moses as they perceive it from the Exodus narrative.
- Research Assignment: Encourage students to research modern leaders and compare their
leadership styles with those of Moses, focusing on traits such as courage and wisdom.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 7 CRE

WEEK 11: LESSON 2

Strand: The Bible
Sub Strand: Leadership in Israel: Moses

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the leadership qualities to emulate from Moses.
2. Discuss the leadership qualities to emulate from Moses.
3. Use digital devices to search for leadership qualities portrayed by Moses.
4. Apply leadership qualities learned from Moses in their daily life.

Key Inquiry Question:

- Which leadership qualities can you emulate from Moses?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Creative and
 Imagination and  Unity
Critical thinking
Creativity
 Digital Citizenship
 Communication and
 Human rights
Collaboration
 Good Governance
 Critical thinking and
problem solving
 Citizenship

Learning Resources:
- Good News Bible
- Top Scholar CRE Pg. 67-68
- Digital devices
- Lesson notes

Organisation of Learning:

Introduction (5 minutes):
- Review Previous Lesson: Initiate a brief conversation about the last lesson and connect it to
today's focus on Moses's leadership.
- Reading Discussion: Guide learners to read relevant content from the Good News Bible and
Top Scholar CRE (pages 67-68), emphasizing understanding of Moses as a leader. Encourage
discussion by asking questions like: "What do you think makes Moses a good leader?"

Lesson Development (30 minutes):

Step 1: Brainstorming
- Group Activity: Divide the class into small groups. Ask them to brainstorm and list leadership
qualities they believe Moses demonstrated during the Exodus (e.g., bravery, faith, humility).
- Group Presentations: Each group presents their ideas, and the class discusses which qualities
are most relevant.

Step 2: Research Activity

- Online Search: Using digital devices, learners search for additional leadership qualities shown
by Moses. They can look for examples in texts or video resources that highlight his leadership
during challenging times.
- Information Sharing: Groups share interesting findings with the class, creating a broader
understanding of Moses’s character.

Step 3: Discussion
 - Discussion on Application: As a class, discuss how these leadership qualities can be applied in
their own lives. Questions to consider: "How can we be brave like Moses in our own
challenges?" and "What can challenge our humility today?"

Step 4: Personal Reflection

- Reflection Exercise: Ask each student to write a short paragraph reflecting on one leadership
quality they want to incorporate into their own lives and how they plan to do so. Encourage
them to think about specific situations where they can practice this quality.

Conclusion (5 minutes):
- Summarize Key Points: Review the leadership qualities discussed and how they relate to the
overall lesson objectives.
- Interactive Activity: Conduct a quick interactive activity where students can share their
reflections. For example, they can pass a "leadership ball," and whoever has the ball shares
their identified quality and application.
- Preview Next Session: Briefly introduce the upcoming lesson or pose questions related to the
next topic to prompt curiosity (e.g., "Next time we will look at another significant leader in
Israel's history—stay tuned!").

Extended Activities:
- Leadership Journal: Encourage learners to keep a journal for one week where they document
instances in their lives where they practiced a leadership quality learned from Moses.
- Role-Playing: Organize a role-playing scenario where students can act out situations that
require strong leadership skills similar to those of Moses. This could involve conflict resolution,
team-building exercises, or decision-making tasks.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 7 CRE

WEEK 11: LESSON 3

Strand: The Bible
Sub Strand: Leadership in Israel: Moses

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
[Link] the advantages of choosing good leaders in society today.
[Link] a desire to choose leaders of integrity for the good of society.

Key Inquiry Question:

- Why is it important to choose good leaders?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Creative and
 Imagination and  Unity
Critical thinking
Creativity
 Digital Citizenship
 Communication and
 Human rights
Collaboration
 Good Governance
 Critical thinking and
problem solving
 Citizenship

Learning Resources:
- Top Scholar CRE, pg 69.

Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson: Briefly recap what students learned about leadership and Moses’
role as a leader in Israel. Engage them by asking questions related to Moses' qualities as a
leader.
- Reading and discussion: Direct learners to read the relevant content from Top Scholar CRE, pg
69. Encourage them to discuss what traits they think are important in a leader and how Moses
exemplifies those traits.

Lesson Development (30 minutes):

Step 1: Group Formation

- Divide the class into small groups of 4-5 students.
- Assign roles within each group (proposer, opposer, and moderator) for the upcoming debate.

Step 2: Research and Preparation

- Allow groups time to discuss and brainstorm arguments for both sides of the debate topic,
“Choosing good leaders has advantages in society.”
- Encourage each group to write down at least three key points to support their positions.

Step 3: Debate
- Each group will present their arguments in the debate.
- Ensure that the moderator within each group keeps time and facilitates the discussion,
allowing equal opportunity for all speakers to contribute.

Step 4: Summary Reports

- Following the debate, have each group share a brief summary of their key points and any
conclusions drawn from the debate.
- Highlight common themes that emerged during the debate regarding the importance of
integrity in leadership.
 Conclusion (5 minutes):
- Summarize: Recap the main points discussed during the lesson, relating back to the
importance of choosing good leaders and integrity.
- Interactive Activity: Conduct a quick, engaging activity such as a “leader of the week”
reflection where students can think of a leader they admire and justify their choice based on
the qualities discussed.
- Preview Next Session: Briefly outline what will be covered in the next lesson, perhaps relating
to leadership qualities in modern society.

Extended Activities:
- Research Project: Assign students to research a leader from their community or around the
world, focusing on leadership qualities and integrity. They can present their findings to the class
in a future lesson.
- Reflection Essay: Ask students to write a short essay on a leader they admire and the attributes
that make them a good leader, encouraging personal connection to the material.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 7 CRE

WEEK 11: LESSON 4

Strand: The Bible
 Sub Strand: Bible Translation

Specific Learning Outcomes:

- By the end of the lesson, students should be able to:
1. State the meaning of social effects of the translation of the Bible into local languages.
2. Identify the social effects of the translation of the Bible into local languages.
3. Discuss the social effects of the translation of the Bible into local languages.
4. Appreciate the social effects of the translation of the Bible into local languages.

Key Inquiry Question:

- What are the social effects of the translation of the Bible into local languages?

Core competencies Values PCIs

 Self- efficacy  Responsibility  Effective

 Learning to learn  Respect communication
 Social justice  Decision making
 Digital literacy  Peace
 Creative and
 Imagination and  Unity
Critical thinking
Creativity
 Digital Citizenship
 Communication and
 Human rights
Collaboration
 Good Governance
 Critical thinking and
problem solving
 Citizenship

Learning Resources:
- Top Scholar CRE pg 61
- Lesson notes
- Tablets
- Internet
Organisation of Learning:

Introduction (5 minutes):
- Begin with a quick review of the previous lesson, asking students to share one important point
they remember.
- Guide learners to read and discuss relevant excerpts from Top Scholar CRE, focusing on the
importance of Bible translation. Emphasize key concepts regarding language and culture.

Lesson Development (30 minutes):

Step 1: Definition
- In groups of 4-5, students will brainstorm and define the term "social effects" in the context of
Bible translation. Provide guiding questions such as:
- How does translating the Bible into a local language affect the community?
- What changes might occur in cultural practices due to this translation?
- Each group shares their definitions with the class.

Step 2: Identification of Social Effects

- Students stay in their groups to identify specific social effects of the Bible's translation into
local languages. They’ll create a list of at least three effects, such as improvements in literacy,
unity in the community, and enhanced understanding of biblical teachings.
- After 10 minutes, groups will present their findings to the class.

Step 3: Discussion
- The teacher facilitates a class discussion, asking students to compare their lists and discuss
which effects they believe are the most significant and why. Encourage them to share personal
experiences or stories related to this topic.

Step 4: Multimedia Engagement

- Guide students to download and watch a short clip of a community celebrating the translation
of the Bible into their local language. Afterwards, discuss the different social effects showcased
in the video, encouraging students to reflect on their feelings about the celebration and its
impact.

Conclusion (5 minutes):
- Summarize the key points discussed: the definition of social effects, examples identified, and
insights gained from the video.
- Conduct a quick interactive activity such as a "Think-Pair-Share," where students discuss one
new thing they learned with a partner.
- Briefly outline what students can expect in the next session, such as exploring how translations
can differ in meaning.

Extended Activities:
1. Create a Community Influence Poster: Students can create a poster illustrating the social
effects of Bible translation. They can research a specific culture or community where this has
occurred and present their posters in a future class.
2. Interview Project: Learners can interview a local pastor or community leader about their
experiences regarding the Bible's effect on their community through translation and share
findings in class.
3. Translation Reflection Journal: Students could maintain a journal over the coming weeks
reflecting on how they see the Bible influencing their lives or community in response to
discussions about translation.

Teacher Self-Evaluation: